2

Vol.11, No.
1, January 2017 ISSN 19924399
New
HorizoNs
Research Journal
Faculty of
Social Sciences
Karachi PaKistan
w w w . g r e e n w i c h . p k
Journal of New Horizons, Vol. 11, No.1, January 2017
Notes for Contributors

Greenwich University, Karachi- Pakistan, publishes the Journal of New Horizons twice a
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ii
New HorizoNs
Patron
Ms. seema Mughal, T.i.
Vice-Chancellor
Greenwich University
Karachi, Pakistan
editor-in-Chief
Prof. Dr. A.Q. Mughal, A.F., s.i.
Research Professor
Karachi, Pakistan
editor
Prof. Dr. shahida sajjad
Dean, Faculty of Social Sciences & Humanities
Karachi, Pakistan
assistant editor
Dr. Mohan Devraj thontya
Assistant Professor, Department of Humanities
Karachi, Pakistan
Designed & composed

abdul Kalam
Karachi, Pakistan
Published Bi-Annually by Greenwich University, Karachi, Pakistan
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Vol. 11, No. 1, January 2017, ISSN: 1992-4399, pp 1 160
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Disclaimer: Greenwich University or Editorial Board does not accept responsibility for the statements,
contents, opinions expressed or the conclusions drawn by the contributors in this journal.
iii
New Horizons, Vol.11, No.1, January 2017
editorial Board
editorial advisory board (internatiOnaL)

Prof. Dr. sheldon braaten, Executive Director, Behavioral Institute for Children and
Adolescents, USA.
Prof. Dr. Lyndall bullock, University of New Texas, USA.
Prof. Dr. Michel boivin, Ecole des Hautes Etudes en Sciences Sociales, Paris, France.
Prof. Dr. nadeem bhatti, North American College, Canada.
Prof. Dr. Fida Mohammad, Department of Sociology/Criminal Justice Major, State
University of New York, USA.
Prof. Dr. Ozlem cakir, University Faculty of Educational Science Department of
Computer Education and Instructional Technology, Turkey.
Prof. Dr. rashid Mahmood, Abha University, Abha, Kingdom of Saudi Arabia.
Dr. Michal Kleprlk, Department of English and American Studies, University of
Pardubice, Czech Republic.
Dr. syed naeem ahmed, Head of the Department, Quality Assurance and
Accreditation, Planning & Development Directorate, Yanbu, KSA.
Dr. ibrahim Mahmoud al sabatin, Al Quds Open University/ Hebron University, West Bank
Dr. Fang huang, Associate Professor, School of Education, Huazhong University of
Science and Technology, China.
Dr. serife bykkse, Gazi niversitesi, Feb Fakltesi, Matematik Blm, Ankara, Turkey.
editorial advisory board (natiOnaL)

Prof. Dr. saleha Perveen, Dean, Faculty of Education, University of Sindh, Hyderabad.
Prof. Dr. sakina riaz, Department of Sociology, University of Karachi.
Prof. Dr. asandas Manwani, SZABIST, Hyderabad.
Prof. Dr. irshad hussain, Chairman, The Islamia University of Bahawalpur< Bahawalpur.
Dr. shelina bhimani, IoBM, Karachi.
Dr. Kaleemullah Lashari, Chairman, Management Board for Antiquities & Physical
Heritage, Government of Sindh, Karachi.
Dr. Muhammad ibrar, Department of Social Work, University of Peshawar, Peshawar, KP.
Dr. humera aziz, Incharge, Department of Special Education, University of Karachi.
Dr. Khalid ahmed, University of Lahore, Lahore.
Dr. afshan rahat, Assistant Professor, Department of Special Education, , University
of Karachi, Karachi.
iv
new horizons, Vol. 11, no.1, January 2017
Greenwich University, Karachi, Pakistan
editor-in-Chief Note
Research helps to push the frontiers of knowledge beyond the horizon. Research
develops concepts, theories qnd tools of measurement. It provides the research
investigator necessary skills to analyze problems scientifically and find solutions.
In the modern complex world, society today is faced with serious social,
economic and potential problems. Problem solving is a technical issue. These
problems need systematic, intelligent and practical solution. The 21st issue of the
New Horizons discusses such problem confronted by the society and the
researchers provide a fund of knowledge and wisdom for its solution.
The 21st issue of the New Horizons contains eight research papers. Prof. Dr. Rana
Saba Sultan in the first paper, on the Emergence of Egalitarianism by Gender Role Dynamics
in Family System (Sociological Perspective) identifies the consideration of the egalitarian
gender role in our society where goal achievement and career stability become a demand
for both male and female in the family, to elaborate the patterns of behavior attitudes and
belongings in Egalitarianism to explore the more valued expectations of society.
Prof. Dr. Hironao Takahashi, in the second paper, on Potential of Opening

Overseas Education Based Pakistani University in Mauritius explores overseas
students in Mauritius from all over Africa and getting jobs in the technologically
advanced countries. He proposes multi-countries exchange programs to create
attractive lecture programs and analyze the university positioning.
Ms. Shereen Khan and Prof. Dr. Shahida, in the third paper, on Parental Behavior
to Discipline their children on the basis of Gender Roles highlights the study and
investigate the parents behavior and use of disciplinary strategies on the basis of the
gender of their children, with particular focus on attitudes to and uses of positive as well
as negative sanction for promoting good behavior and resisting bad one respectively.
In the fourth paper, a joint effort by Muhammad Anwar, Dr. Hong Shen, Dr.
S. Khurram Khan Alwi, Dervish Raza and Nisa focus the study on perceptions of
students of post-graduation and their faculty on key indicators for effective
mentoring in pedagogical skills.
In the fifth paper, Dr. Alia Ayub, Dr. Jawaid Ahmed Siddiqui and Dr. Memoona
Saeed Lodhi conducted a research to investigate the quality of science text books
at secondary level in the context of Balochistan education board. They analyzed
the alignment between national curriculum for biology and biology text books.
v
Ms. Rizwana Amin Fodderwala explores in the sixth paper the prevailing conditions
of frustration amongst the youth of Pakistan due to various reasons including poverty
and unemployment. The objective of this study was to highlight the major challenges
leading to unemployment and that how to eliminate frustration from the society.
In the seventh joint paper by Shah Syed Manzar Abbass, Nazir Ahmed Malik, Ajmal
Khurshid and Sajad Amad investigate mentees perceptions about impact of mentoring
on their professional development. they explore differences between male and female
mentees perceptions about impact of mentoring on their professional development.
In the eighth paper, Prof. Dr. Habibullah Magsi, Nadia Agha and Inayatullah carried
out research on how female university students suffer from cyber bullying within their
campuses. They suggest that university should organize awareness campaigns as well as
introduce a separate body to prevent cyber stalking of young women at the country level.
In the ninth paper Irfan Ahmed, Dr. S. Khurram Khan Alwi and Naiga Gul studied
on the dynamics of pedestrian bridges usage and its adoption by the people
commuting in Karachi on their paper titled A Survey to understand people perception
of pedestrian bridges. It is a survey based quantitative research using SPSS.
Alia Sadiq Muhammad Ramzan and Mishab Akhtar in the tenth paper
Induction program for novice teachers: An initiative towards quality explored
the need, importance and the satisfaction of novice teachers over induction
program by the director of staff development.
Prof. Dr. Shahida Sajjad, Dr. Irshad Hussain, Dr. Haroon-ur-Rasheed Rana and Dr.
Muhammad Ramzan in their paper titled Effects of Television viewing on social behavior
of elementary school students: A qualitative study concluded that the television viewing
has both positive and negative effects on social behavior of elementary school students.
In the last paper titled Getting closer being apart: Living in the age of information
and communication technologies, Dr. Irshad Hussain, Dr. Ozlem Cakir, Dr. Burhanettin
Ozdemir and Shaheen Ashraf Tahirkheli searched answer of the question: Is the use of
ICTs particularly, mobile phones and social media distracting relationships? They
collected data from Pakistani and Turkish universities and showed that use of ICTs has
reduced the physical and real-life face-to-face human interactions.
The Editorial Board welcomes from readers any suggestions for their comments and
opinions to make better the technical standard, presentation and usefulness of the Journal.
Prof. Dr. A.Q. Mughal

Azaz-e-Fazeelat, Sitara-i-Imtiaz
Editor-in-Chief
New Horizons
New Horizons, Vol. 11, No.1
January 2017
content
articles Page no.
emergence of egalitarianism by Gender role Dynamics

in Family system (sociological Perspective) 01 - 17
Prof. Dr. Rana Saba Sultan, Shumaila Kamal Khan and Maria Juzer
Potential of Opening Overseas education based

Pakistani university in Mauritius 19 - 28
Hironao Takahashi, Ph.D.
Parental behavior to Discipline their children

on the basis of Gender roles 29 - 39
Shereen Yunus Khan and Prof. Dr. Shahida Sajjad
Factors of effective Mentoring: an empirical study of

Post-Graduate Faculty and students in Pakistan 41 - 58
Muhammad Anwer, Dr. Hong SHEN, Dr. S. Khurram Khan Alwi,
Dervish Raza and Nisa
to investigate the Quality of science text book (biology)

at secondary Level: a content analysis 59 - 76
Alia Ayub, Dr. Jawaid Ahmed Siddiqui and Dr. Memoona Saeed Lodhi
Frustration in Pakistani youth due to inadequate Job Placements 77 - 84

Rizwana Amin Fodderwala
impact of Mentoring on teachers Professional Development:

Mentees Perceptions 85 - 102
Shah Syed Manzar-Abbass, Nazir Ahmed Malik,
Muhammad Ajmal Khurshid and Sajad Ahmad
vii
understanding cyber bullying in Pakistani context: causes and
effects on young Female university students in sindh Province 103 - 110
Habibullah Magsi, Nadia Agha and Inayatullah Magsi
a survey to understand People Perception of Pedestrian bridges

usage on shahrah-e-Faisal road, Karachi-Pakistan 111 122
Irfan Ahmed Malik, Dr. S Khurram Khan Alwi, and Naiga Gul
induction Program for novice teachers:

an initiative towards Quality 123 - 134
Alia Sadiq, Muhammad Ramzan and Mishab Akhtar
effects of television Viewing on social behavior of

elementary school students: a Qualitative study 135 - 144
Prof. Dr. Shahida Sajjad, Dr. Irshad Hussain,
Dr. Haroon-ur-Rashid Rana and Dr. Muhammad Ramzan
Getting closer being apart: Living in the age of

information and communication technologies 145 - 160
Dr. Irshad Hussain, Dr. Ozlem Cakir, Dr. Burhanettin Ozdemir
and Shaheen Ashraf Tahirkheli
viii
New Horizons, Vol.11, No.1, 2017, pp 1-17
emergence of egalitarianism by
Gender role Dynamics in Family system
(sociological Perspective)
Prof. Dr. rana saba sultan*, shumaila Kamal Khan**
and Maria Juzer***
abstract
Family is the basic institution of society and culture where
women have their own identity and individuality. Women in
eastern society have made massive progress in education and
labour force involvement since the middle of the twentieth
century. Present study was carried out with the aim to identify
the consideration of the egalitarian gender role in our society
where goal achievement and career stability become a
demand for both male and female in the family, to elaborate
the patterns of behaviour attitudes and belongings in
Egalitarianism, to explore the more valued expectations of
society. The study also aims to find out the nuclear family,
patriarchal families, higher levels of education and
socioeconomic status support the typology of egalitarianism.
Total 117 adult married couples (% males & 54.78% females,
including widows and separated/ single parent family)
between age 20-65 were taken through non probability
convenience sampling .Chi-Square was used to calculate the
results the results showed that higher socioeconomic status
and levels of education are representative of an egalitarian
family system ,however, lower background and low levels of
education support traditional system in their families.
Key Terms: Traditional family system ;Egalitarian family system; Nuclear , Joint, Extended families
introduction
The stipulation of every society comprises of traits, behaviour and criteria of
social institution for its members. These stipulations are implanted in its structure
of family, education, politics, economics and religious system (Thorne, 1982;
Robin, 1975).
__________________________________________________________________________________
*Professor, Dept.of Sociology, University of Karachi
**Research Scholar, Dept. of Sociology, University of Karachi
***Research Scholar. Dept.of Sociology, University of Karachi
1
Sultan, R.S., Khan, S.K. and Juzer, M.
All human societies are in league with the momentousness to sex modesty.
Men and Women have been living together from the very incept of anthropoids
history. Every society categorizes its members on the basis of sex treating men
and women in different ways and expecting different patterns of conduct. These
differentiations do not necessarily entail that one sex should have social position
or rank superior than the other but in practice sexual differentiation is always
rendered in sexual inequality. The inequality of sexes probably is the oldest form
of structure social inequality. Its existence certainly found before the social class
and cast first materialized (Robertson, 1992). Womans role has viewed ceaseless
change throughout the history. Womens status inferred admirable when women
have significant independent strengths and choices. Womens status largely varied
in time, fairly high in ancient Egypt, low in early Greece and in the early Roman
republic, superior in the later Roman Empire and inferior again in the early Roman
republic, efficient in the later Roman Empire, and deficient again in the Christian
era after the collapse of Rome (Leslie, 1976).
Role and status are obligatory to one another; the imperative attribute of the
work one does has always been closely connected to ones status and power. in
peasant societies women have contributed with men in the primary production
such as, harvesting the field, weaving the fabric etc, while industrialization made
men the chief bread earner and women were the collaborators but soon after the
period of industrialization the family size modified as from extended and joint to
nuclear families and more and more wives work outside home.
Such transition is customary recognized as modification of gender role from

traditional to egalitarianism structure; in such transition women are more adaptive
than men. The study by Thorn and young- De Marco (2001) argued that the
divergence in such behaviour patterns are concluded from conflictive sex attitude
categorization of male and female; particularly it was assumed that womenfolk
would reflect towards the trails of sex attitude, in a direction of compatible
ideological gender role, on the other hand menfolk respond in traditional conformity
of sexual characteristics. Results gave exceptionally significant sex differences
related to three appraisals on masculine and feminine stance of expected behaviour.
Men were provision to establish traditional gender role in contrast to women in
labour force, to accept that mothers job outside the home consequently have a
negative effect on young children and highlighted maternal employment a hindrance
in mother child relationship. In contrast mans views on being traditional or
egalitarian was unyielding a predominantly unbiased behaviour. This recommends
that standards of gender impartiality, possibly will activate if the new generation
fine spaces in organizations. Considerable sociological studies analysed that
2
Emergence of Egalitarianism by Gender Role Dynamics in Family System
conversion from traditional ideological attitude to egalitarianism has progressively

increased more quickly for women than for men.
However, formation of gender role attitude on the basis of sex and the ideology
of gender differences with the foundation of egalitarian and traditional role of the
male and female are not analysed yet. however, comprehensive work has been
done to evaluate the gender role beliefs of female gender across the age to see
the effects of macro social structure and transformation of attitudes from the
current generation to the next. But there is less comparable information found in
literature with regard to men (Blee & Tickamyer, 1995).
Those with the traditional gender role considered that womanhood and
manhood perfectly accomplish admirable and divergent roles. Thus, individuals
having traditional minds believe that good provider or earning to complete
economic need of the family is more appropriate role for men and the homemaker
role or the responsibilities inside the home like childrearing and nurture, cooking
and serving family within home boundaries is accurate for womenfolk (Riley,
2003; Bernard, 1981; Fraser & Gordon, 1994; Brines, 1994).
Women traditional gender role was idealized in the 1950s, that of the child
centered housewife. This preference was developed all through the industrial
development, of 19th century. Gerson (1985) predicts that the expansion of the
industrial revolution during the era includes in the communal, corporal and
economical disconnection of the civic and private ranges. Men were haggard into
the work place, and the inmate wages raised in position and frequency, women
were downgraded to the home. These changes amplified womens household tasks
as child rarer and simplified the foundation of a flawless and spiritual concept of
accurate motherhood, the true motherhood which afterwards modifies into the
larger trend of home life affirmed that women were unsurprisingly and wholly
gifted with the nurturing sensitive measurements vital to manage the private
sphere and rare children properly, shielding them and teaching them the societies
morals, framework the humiliating influence of industrialization. The traditional
female role in which the women perform household tasks and engage in childcare
is coupled with low level of prestige and negative values in judgement to the role
of men (Riley, 2003; Bernard, 1981). Much of this results from homemakers and
enslavement upon the main source of income that raised within capitalism (Fraser
& Gordon, 1994; Brine, 1994). Because of women in traditional roles are expelled
from the occupation at outdoor, they can put on access to cash intermediate
markets only through the money provided to them by men. Emphasizing their
traditional role (Folber, 2001).
3
egalitarian Gender role

Embracing democratic gender ethics contains fresh roles for both women and
men. These advanced household tasks occupy superior sharing in rewarded
services and superior segment in the condition of families fiscal requirements
(Riley, 2003; Potchchck, 1992). An equivalent reduction in their mandatory visit
in childcare for women and financial support for men (Bernad, 1981).
However, Potchchck (1992) assert that the advent of dual employee ways in
marriage doesnt inevitability resemble with intensification in egalitarian gender
role attitudes. Many families mates also engage in salaried jobs and husbands
permits their wives to become employed, but due to the pecuniary requirement
rather than the ideological instincts, consequently it is compulsory that sociologists
detached the gender behaviour of men and women from their gender role attitudes,
as they often are conflictive. The hub of researcher should be shared equally of
husband and wives as bread earner, childcare and other activities. Another indicator
of egalitarian gender role attitude contains the consent of marriage women job
services, the farming of females salary as imperative to families, approving that
working mothers can have worth full relationship with their children and opposing
the allegation of that men alone should make vital family decision.
Literature review
Work responsibilities are divided, assigned everywhere on the basis of gender.
Especially in ancient time these responsibilities were more inflexible and
structured in traditional societies. Women are considered taking care of children,
maintaining house work in typical traditional societies whereas, men are reserved
for hunting and fighting. This division indicated the natural aspect of biological
basis, in which men are given the duties, required more physical strength while
female perform household work which required less physical strength. This
typical thought prevails in most of the society.
George (1935) studied 224 non literate societies before industrial age and find
out the fact that they have a distinctive gender role in them for male and female,
such as fitting hunting, fishing and trade are the dominant male activities where
female keep bound herself to home work. But on agriculture fields both have
equally laboured division.
Recent cross sectional work that built-in poor and non-Western countries
supports the declaration that there is at least some level of global conformity in
the structure of gender belief system crossways a broad range of countries.
Inglehart and Norris (2002) find huge differences in gender attitudes by
4
confinement cohort among post-industrial and industrial societies, but a much

minor cohort difference in agrarians societies. National framework, including
social institutions and national policies, influence gender ideologies (Orloff,
1993; Baxter & Kane 1995; Nordenmark, 2004; Scott, 1999; Treas & Widmer,
2000; Tu & Liao, 2005). Momentous cross national variation in indicators such
as level of development, cultural traditions, and education levels, plants it an
open inquiry as to whether attitudes and beliefs system are similarly organized
across countries.
Glauber and associates found that man who convey traditional gender
ideologies expend more time in paid work when they become father, whereas men
who articulate egalitarian ideologies spend less time on job or offices. This study
extends previous research by investigating rational differences among men. They
used a sample from National Longitudinal Survey on youth in (1979 N=23261)
and count that fatherhood connected with an increase in married white mens time
spent in paid work. Boost was more than twice as well built for traditional African
American men did not work more when they become father. These findings
recommended that African American men may express gender traditionalism but
adopt more egalitarian work family arrangements. This study also presents
substantiation of an interaction among race, class and gender ideology that shapes
father time spent in paid work.
Objectives
To determine the emergence of egalitarianism ideology in society by
gender role dynamics in family institution with perspective of the levels
of education, socio economic status, nuclear family system by size and
authority.
hypotheses
Nuclear family system is more likely to be related to egalitarian family
system.
Higher level of education is likely to be related with egalitarian female role

in family system.
High levels of socio economical statuses are more likely to be related to

egalitarianism.
Patriarchal families are more likely to be related with the traditional family
attitude for women.
The high number of females, is likely to be related with egalitarian attitude.

5
research Methodology
The research study is an explanatory type. Consist of four section for analysing
emergence of egalitarianism by gender role dynamics in family system. The four
sections are interview schedule, sampling, method of data collection and statistical
analysis of data. The universe of the research is Gulistan-e-Johar situated in
Karachi Sindh Province of Pakistan. The researcher used convenience sampling
of non-probability type as there is no fair census done after 1998 and we have no
credible data regarding population, more over the blocks in Gulistan-e-Johar are
established and acquired so we cannot properly use the last census data. In the
present research 117 adult married couple, including 52 males and 63 females
were attended at home for interviewing. Before data collection, formal permission
was taken from the respondents and ensures them about the confidentiality of
their information. After taking their verbal inform consent, the demographic
information sheet was given to them, along with Attitude Towards Women Scale
(Spence, Helmrich & Stapp, 1978) Short version. The scale was administered
to the respondents. Introduction to participant form includes purpose of the study
and request for voluntary participation of the participants. Informed consent form
includes verbal agreement of voluntary participation of the respondents, a Self-
developed semi structured Interview form which was consisted of information
related to personal characteristics, age group, family structure, marital status, and
diagnostic categories.
attitudes towards Women scale (atW) short version

ATW is a self-administered scale that has been developed by (Spence,
Helmrich & Stapp, 1978). And found to be reliable instrument for evaluation of
pro feminist, egalitarian attitude and traditional. The ATW contains 25 items; a
high score indicates a pro feminist, egalitarian attitude while a low score indicates
a traditional, conservative attitude. In scoring the items, A=0, B=1, C=2, and D=3
except for the items with an asterisk where the scale is reversed.
Validity and reliability

As for as the Validity and reliability of Attitudes Towards Women Scale is
concern; there are many researches in which this scale was used to along with
other inventories to confirm their reliability and validity. More than ten researches
are found in different journals in which it was preferably used scale.
Statistical analysis was done manually and by Microsoft Excel 2007.Chi-

square was used for tool of statistical analysis.
ethical considerations
Data was collected only from married people with their consent for voluntarily
6
participation in it. They were free to withdraw from participation at any time. No
identity is shown in any case.
statistical analysis
inferential statistics:
inferences was calculated by the statistical tool chi-square are as follow.
hypothesis no: 1
Ho=There is no relationship between nuclear family system and Egalitarian
approach.
H1=nuclear family system is likely to be related with Egalitarianism.

Table 1
Family atW calculated table
structure traditional egalitarian Value Value
nuclear 20 57
Joint 06 20 6.161 5.991
extended 08 06
Fig.1
Calculated Value of chi square= 25.758

Degree of freedom = 2
Level of significance = 0.05
The table value of chi square = 5.991
The calculated value of chi square with degree of freedom 2, and level of
significance 0.05 is 25.758. Which is greater than the table value of chi square:
5.991. Therefor the null hypothesis is rejected and the alternative hypothesis is
accepted. Magnitude: r = 0.2 proves that the strength of relationship between
the variances is moderate which shows direct relation between the structure of
family and attitude towards women. It means shrinking of family structure from
extended to nuclear are developing egalitarian approach than traditional. this
transition of family structure has acceptance of egalitarian approach. in nuclear
family system equal role of woman is found with respect to man in both earning
and raring children.
7
hypothesis no 2
Ho=There is no relationship between higher levels of education and egalitarian
family system.
H 1 =higher levels of education are likely to be related with egalitarian family
system
Table 2
atW calculated table
Level of education
traditional egalitarian Value Value
Metric/intermediate 24 61
Graduation and above 23 09 27.63 3.841
Calculated Value = 33.128

significance 0.05 is 33.128. Which is greater than the table value of chi square
:5.991. Therefor the null hypothesis is rejected and the alternative hypothesis is
accepted. Magnitude: r = 0.6 The strength of the relationship between the variances
level of education and attitude towards women are in a strong relationship. It
means the egalitarian family approach is widely observed in families with higher
levels of education. And these families mostly included educated couples.
hypothesis no 3
Ho=There is no relationship between socio economic status and egalitarian family system.
H1= socio economic status is likely to be related with egalitarian family system.
Table 3
socioeconomic status
Middle upper/
Middle/Middle 22 62
Middle Lower 25 08 27.63 3.841
8
Fig.2

The table value of chi square =7.815
The calculated value of chi square with degree of freedom 3 and level of significance
0.05 is 66.626. Which is greater than the table value of chi square i.e. 7.815. therefor
the null hypothesis is rejected and the alternative hypothesis is accepted. Magnitude: r
= 0.42. The strength of the relationship between the variables is moderate which shows
a direct relation between the high social economic status and attitude towards women.
It is observed that families with higher economic status are likely to have egalitarian
family approach in society. It means higher the economic status, leads to equal role of
male and female in family institution whether in house hold work or outdoor paid work.
hypothesis no 4
Ho=There is no relationship between Patriarchal families and traditional family system.
H1=Patriarchal families are likely to be related with traditional family system.
Table 4
head of the Family
Patriarchy 26 70
Matriarchy 05 16 0.531 3.841
Fig.3
Calculated Value =0.084

The table value of chi square =3.841
9
significance 0.05 is 0.084. Which is lower than the table value of chi square 3.841.
therefor the null hypothesis is accepted and the alternative hypothesis is rejected.
It means most of the patriarchal families supports the egalitarian gender role. The
overall analysis of such transition in todays family trends is positive for
developing the positive image of female in outdoor work.
hypothesis no 5
Ho=There is no relationship between the more female member in family and egalitarianism.
H1=More the numbers of female members are likely to be related with egalitarianism.
Table 5
no of Family Members
no of Males 23 11
no of Females 32 51 8.27 3.841
Fig. 4

significance 0.05 is 8.2775. Which is greater than the table value of chi square
3.841. Therefor the null hypothesis is rejected and the alternative hypothesis is
accepted. Magnitude: r = 0.25 The strength of relationship between the variances
number of female family members and attitude towards women are in positive
relation. Proves that the egalitarian family approach is widely observed in families
that consists of more female members in family unit.
results and Discussion

Family is the basic institution of a child. He/she is bounded with many relations
and understand the patterns of life, to learn the norms and the values of culture
and society, from his/her early surroundings to be with parents and grandparents
10
and siblings. The purpose is to acknowledge the role taking, socialization process
are arenas of rights and the decision making power to pass through the life with
sustainability, within the frame of social identity given by parents and with some
ascribe statues naturally blessed as a female or male by sex.
The interaction process that starts from cooperation passes from different
roads to accomplish destinies, the struggle for the betterment of survival by both
gender, male and female coasts and so does ones discrimination. To enlighten
the female gender role few researches are conducted. By empirical approach we
calculated that the nuclear family system focuses egalitarian approach by families
more as compared to joint or extended families, where women are equally
responsible for home tasks and financial needs of family too. Ninety percent
nuclear family system supported the egalitarian attitude rather traditional. Most
of our findings confirm that people living in such a family type are satisfied with
their life style. Furthermore, results of the current study highlight that joint and
extended family structure is also in the support of egalitarian attitude but not as
much as nuclear family system (Hypothesis No. 1).
Further findings of the current study indicate that lower educational levels
support traditional attitude against egalitarian from the reality whether the
respondents are male or female. proved that participants of higher educational level
were in favour to egalitarian (Hypothesis No. 2). which is also supported by previous
researches in different fields of Social Sciences, particularly Sociology dealing with
family type by authority and structure. Thus, the past researches suggested that
women and men maintain this similar view points. Given freedom to choose, women
and men may, in some context make different choices. The working fields continue
to the level of an increasingly egalitarian society and women are inclined to choose
their own patterns freely regarding work and family. Speculated that women will
continue to differ from men in the decisions they make; for career or studies but
were found as similar and devoting for career and education as men (Lubinski etal.,
2006) acquired data are uniquely capable of analysing men and women privatization
of work and family in a context approaching that which might be termed a level
playing field. The sample of the researcher was young men and women enrolled in
premier math, science and engineering graduates across the United States. Thus, they
acquired a sample of men and women on similarly high power career tracks. As
graduate students, the men and women were highly similar in ability profile, talent,
personality characteristics and trades life priorities and devoting for their studies
(Lubinski, Venvow, Shea, Eftekhari, Sanjani, & Hlvorson, 2001).
Inspecting the dependent variable that is Attitude towards women with socio
11
economic status proved that higher economic system is enhancing the egalitarian
attitude in women and men that those belonging to lower economic status prefer to
have traditional attitude in their families and are more materialistic Men belong to
lower socio economic status prefers to have traditional attitude in their families
(Hypothesis No. 3) as other researcher as documented young men and women in
the United States are similar today than they were decades ago ( Astin, 1998).
Similar findings were found by Gerson and Kathleen (1985) men who express
traditional gender ideology spent most of their time at paid work when they become
fathers, belonging to lower economic status. In contrast men who belong to higher
economic status express egalitarian ideologies and spend less time in paid work.
The variables attitude towards women and patriarchal families, where man
is considered as head of the family, proved that patriarchal families aspired for
egalitarian attitude for their offsprings in future. But patriarchal families
supported equal role of female which was previously assumed that patriarchal
families prefer to have traditional gender attitude but our findings are quite
dissimilar from that assumption. (Hypothesis No. 4) It was hypothesized that
women and men were distinct in most of sustenance for dominant male act in
house hold labour task. However, women retorted to each dependent variable in
consistent to egalitarian approach while men respond less egalitarian perspective,
but not wholly supportive to traditional ideology (Ferriman et al., 2009). More
the number of female in the family supported the more egalitarian attitude for
female role in family system. Divorce, single parent and widow were also the part
of the present research (Hypothesis No 5).
conclusion
Although egalitarianism favour the paid work of both male and female on
equal basis, Global economic recession becomes the base of change in the family
system from traditional to egalitarian. The results of current research are in the
support of egalitarian gender Ideology across the variables that were (i) family
type by structure (nuclear, joint and extended) (ii) socio economic status (iii)
family type by authority( patriarchy and matriarchy) (iv) education (v) number
of female family members :we concluded that nuclear family system , higher socio
economic status ,patriarchal family, higher levels of education and more number
of female members in family, prefer the egalitarian approach in Attitude towards
Women. We as an Islamic republic support the egalitarian system, as it is the
best path to provide females a better social environment in organizational settings,
so that she can earn their part of livelihood to rear their family to the demands of
the present society within limitations. Nevertheless, there is a need to review the
Islamic rules of a female earning from history where Syedina Khadija Bibi (RA)
12
has done her own business keeping the all ethical boundaries and limitations. This
can be a single step to highlight the findings but the limitation is the lack of
generalization due to the small sample size.
recommendations
Keeping the results of the current study in mind following

recommendations are made.
Females should be given equal amount of salaries as men at their jobs.
Equal time should be given by both parents as it would affect the nurture
of children with strong levels of confidence.
Egalitarian approach should be adapted in society to enlighten ways of

economic development.
Longitudinal studies should be conduct for thorough understanding of

family structure.
13
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17
Potential of Opening Overseas education based

Pakistani university in Mauritius
hironao takahashi, Ph.D.*
abstract
In Mauritius overseas students from Africa want to receive global
level diploma for getting the job in advanced countries. The cost of
lecture fee in Mauritius is lower than advanced countries such as
United Kingdom (UK), France, Australia and Canada. Therefore,
overseas students prefer to come to study in Mauritius. The main
attractive lecture programs for these students are healthcare,
hospitality management, Information Technology (IT) and ocean
science that are in high demand from industry point of view.
Students always like to have diploma from advanced countrys
universities with less educational fee. This is the motivation they
want to study in Mauritius even they have to pay some amount of
fee. This paper proposes Multi Countries Exchange Program to
create attractive lecture programs. The multiple view-points
analysis of university positioning show a weak position of the
Pakistani University and guides the way to go the education market
in Mauritius to have good return in terms of maximum enrollment
of local and overseas students. Evaluation of the proposed multiple
countries overseas program is also covered.
Keywords: Mauritius, Multi Countries Exchange Program, Muslim country
introduction
background
People in Mauritius are multiethnic, multi-religious, multicultural and
multilingual that is Mauritius has a diverse community. Regarding education
program, Mauritius is a very popular country to study for international level
education programs. There are many students from East & South African countries
as well as India. Mauritius government promotes free education program at national
school, institute and university for local and overseas students. There are also some
overseas universities from UK, Europe, Australia and India that are operating own
program with local partners. Now, education program of Mauritius is much diverse
where there are many choices for students to select from what is best for them and
for their future. This paper focuses following issues and proposes their solution.
__________________________________________________________________________________
*Former Director ORIC at Greenwich University
19
Takahashi, H.
What is the potential program in Mauritius for students?

Are Ocean Science, Hospital Management, Certification License Program
in IT and Finance good potential programs?
How to determine each program with class management?
Of course, students are expecting to receive the attractive overseas university

diploma (UK, European countries, USA, Canada, China, South Korea, Japan,
Singapore, and Australia) but, our proposed program provides stay in multiple
countries university campus once a year and to get the chance of diploma from overseas
universities. If the above two solutions are provided, then it is good possibility to get
success entering Mauritius education field with higher demand of students.
Initially the position of Pakistani University will be weak. Pakistani University

position can be stronger for students from Pakistan and Muslim countries. Compared
with public university, the capacity and target students will be very limited initially.
Therefore, we need to make more focus target as soon as possible. Besides, we need
to devise a strategy for improving image of Pakistani University using Social
Networking Sites (SNS), blogs and twitter as soon as possible. If Pakistani University
has strong lecture course and it is very popular from overseas students including
African countries, we have an opportunity to get students from there.
The number of overseas students is approximately 10,000 per year. There are one
hundred universities and institutes in Mauritius. The average number of students that
one university should get would be 10000/100 = 100. But reality is not like this. There
are ten universities and institutes that offer MBA course in their campus. Public
universities like University of Mauritius (UoM) have the strongest position as these
have maximum number of students enrolled in comparison with other universities.
implementation of Proposed solution

Fig. 1
Multi Countries Exchange Program Flow Chart
20
Potential of Opening Overseas Education Based Pakistani University in Mauritius
1. Make MoU to collaborate with universities of multiple countries like UK,

Japan, USA, and Australia.
2. Make a program to visit overseas university campus once a year.
3. Mauritius has always good season but make semester based program for
instance, spring season to go to Japan, summer season to go to Australia
and fall season to go to UK and USA.
4. Invite collaborated university faculty to Mauritius campus season wise.
Of course, students are expecting to receive the attractive overseas university

diploma and attractive lecture program like tourist hospitality management, ocean
science, IT and finance related certifications so we will prepare these lecture
courses with overseas multiple collaborators.
research Methodology (interview of Local educational Organizations)

To understand Mauritius education situation, we visited local universities and
institutes near Port Louis and interviewed them (Table 1).
Each university or institute has its own programs or very advanced license
based job training courses. Students get the job in specific area very easy after
they get the certification license. For example, there are so many IT based
certification license courses available at private universities or institutes. We
interviewed some students at each university or institute and they said that we
are expecting to get the diploma with certification license to get the job in
Mauritius. They are also expecting to go to UK, Europe, UAE and India after
getting the certification licenses to find the job. Similarly, MBA and financial
programs are popular from UK, Europe and Australias education centers.
Students are expecting to receive the diploma from advanced countrys

university with less educational fee. This is the motivation for them for studying
in Mauritius even they have to pay some amount of fee. Local students in
Mauritius are studying in National University most likely. The origin of students
from overseas are African countries and India. A few number of advanced
countries students and Pakistani students are coming to study here. This situation
may consider how to develop these students.
Table 1
Mauritius Local Universities or Institutes Visited
s. no. university or institute name
1 Mauritius Institute of Education
2 Mauritius Institute of Training and Development
3 University of Mauritius
4 Open University of Mauritius
21
Takahashi, H.
5 Universit des Mascareignes

6 University of Technology
7 The Mauritius Institute of Health
8 BSP School of Accountancy and Management Ltd.
9 Sagittarius Ltd
10 The Premier Institute in Design Education in Mauritius
11 JR School
12 D Y Patil Group (Mauritius Campus)
13 Center for Legal & Business Studies Ltd.
14 MITD
15 Campus Abroad Mauritius
16 JSSATE
Mauritius education Marketing strategy

To make a marketing strategy, we should understand the position of Pakistani
University. The level of university is a process that allows an organization to
concentrate its resources on the greatest opportunities to increase demands and
achieve a sustainable competitive advantage. The marketing strategy for Pakistani
University comprises of a combination of how it is priced, promoted and placed
together (Fig. 2).
Fig.2
Position of Pakistani University
22
The result of the positioning analysis, Mauritius University / Institute charges

Rs.36,000 per semester for course. There are two semesters per year. Therefore,
Rs.72,000 per year is standard level of fee. UK based Mauritius branch campus
charges Rs.200,000 to Rs.250,000 (Mauritius Rs) per year but the UK main
campus fee is 12,000 pounds (18,531USD). Therefore, Mauritius campus
education fee is much cheaper than UK main campus. This is a motivation to
come to UK based branch campus here in Mauritius. On the other hand bachelor
program in public university is offered free of charge by the Mauritius
government. The number of student enrolled is 30,000 which is a very higher
value of presence. Other public universities also have similar value of presence.
Therefore, majority of local as well as overseas students want to get enrolled in
public universities of Mauritius.
The governments of some countries promote study with job opportunity for
overseas students. After graduation from university, overseas government gives
working visa to students. This is a very strong advantage for students of these
overseas universities.
The university or institutes that are getting good business, try to expand their
program every year. Some noted programs include but not limited to health
science, hospitality management, ocean science and so on. They also promote
certification programs for accounting, finance, law and engineering, especially
IT sector. Cisco certification, Oracle database, SAP and Microsoft certifications
are popular among students. These professional product based certification creates
job opportunity for students. Therefore, the demand of these courses is very high.
Under these situations, Pakistani University position is very weak. The

lecture fee is a little bit higher than other private universities as we have three
semesters per year. Besides this the value of presence is Zero right now. The
university needs to create very strong marketing action with specific target
market. Other issue is that the name of Pakistan is not much popular in
Mauritius. Today, Mauritius students do not prefer to go to Muslim country,
Pakistan because its perception is too low to go. The university needs to solve
this image problem as soon as possible. In this regard Pakistan embassy,
Government of Pakistan and HEC of Pakistan can come forward to promote
good image of Muslim country.
analysis of Pakistani university in Mauritius
Program analysis
There are 34 universities that are offering Business Management course
23
Takahashi, H.
including MBA. Therefore, the Pakistani University should have effective strategy
and keep some attractiveness in comparison with other universities.
In Mauritius, public university is very attractive for students of all types

and backgrounds. For instance, University of Mauritius is the strongest
university in Mauritius which covers the lecture courses from agriculture
faculty, management of administration, social science and two research labs.
They have health science and Hospitality. Additionally they have started ocean
sciences faculty from 2014.
Table 2
Evaluation of Pakistani University
Value evaluation Degree course
items Value Mba Media heal- Ocean total
Gain basement Mba
sub bs-ba Mba (hospi scien- th sc- scien- it MPhil PhD Value
ratio ability (exec)
total tality) ce ience ce
TEC Certification 3 1 3 3 3 3 9
HEC Certification 2 1 2 2 2 2 6
Attractiveness 4 0 0 0 0 0 0
Overseas
5 0 0 0 0 0 0
Collaboration
Accommodation 1 0 0 0 0 0 0
Help Desk 2 0 0 0 0 0 0
Web/SNS Site 2 0 0 0 0 0 0
Port Louis Campus 4 0 0 0 0 0 0
Global Faculty
4 0 0 0 0 0 0
Member
Multiple Religion
2 0 0 0 0 0 0
Support
Pakistan Image -5 1 -5 -5 -5 -5 -15
Total Point 3 0 0 0 0 0 0 0 0 0 0 0 0
The position of the Pakistani University was evaluated by the items with
weight and lecture course in Mauritius. Table 2 shows each factor of topics,
certification, facility and country image which came from evaluation undertaken
in September 2015. This University has three courses at the beginning stage but
it still does not meet the demand of Mauritius students. Therefore, the result of
points overall for Pakistani University is Zero. The university should consider
this seriously and take some action soon. We still have some chances to improve
this by the wise decision making with quick actions.
24
evaluation
We evaluate weight value ratio chart and compare traditional overseas
university cases (Table 3).
Table 3
Multiple countries overseas students exchange program evaluation
Mauritius Overseas Universities Proposed Multiple Countries
Brand
Service Type National Overseas Program
Value UK Australia Japan USA India China
University (UK, Australia, Japan, USA)
UK 5 5 5
Australia 3 3 3
Overseas Japan 5 5 5
Trip USA 5 5 5
India 2 2
China 2 2
UK 5 5 5
Australia 3 3 3
Overseas Japan 5 5 5
Diploma USA 5 5 5
India 2 2
China 2 2
Total Attractiveness 44 0 10 6 10 10 4 4 36
In the above table we assumed the weight of UK, Japan and USA universities
to be 5 and that of Austrian universities to be 3. India and China universities
weight is assumed to be 2. The result shows proposed multiple countries
overseas exchange program to be 3.6 time higher in value than UK, Japan, USA
and 9 time higher than India and China. If Pakistani University can process
proposed solution, there are no competitors in Mauritius education market field.
conclusion
The Island of Mauritius has great natural environment and excellent seaside
view. This life style is the value of Mauritius. Mauritius Government provides
free education to Mauritius citizens from pre-primary to tertiary level. But
overseas students have to pay the expenses of university. Therefore, overseas
students are looking for attractive lecture program, always. Using our proposed
idea, students obtain great experience to stay in multiple overseas campus every
year and to get the chance of having overseas university diploma, eventually.
25
Takahashi, H.
The image of Pakistan from the viewpoint of local and foreign students is not
too much satisfactory. They are still thinking that Pakistan is a risky country
and terror, gun man gang, murder, target killer are there. The university needs
to change the image and promote the actual campus image which is far better
than what is assumed. To solve the low perception image, Pakistani University
should have a nice package of lecture program including the enjoyment of
natural life in Mauritius. Also University should design very attractive global
collaboration program. This paper shows some steps of global university
collaboration process. Firstly make a MOU to collaborate with universities of
multiple countries like UK, Japan, USA, and Australia and secondly, make a
program to visit overseas university campus once a year. The multiple
viewpoints of evaluation show a good potential for opening overseas education
based Pakistani University in Mauritius.
26
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Aberystwyth University (Mauritius Branch Campus). Retrieved from
http://tec.intnet.mu/private_institution_detail?id=93&cat=pr
Tertiary Education Commission, Mauritius. (2016). Courses & Programs.

Retrieved from http://tec.intnet.mu/courses_programmes
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introduction. Retrieved from http://www.mcci.org/en/
The Mauritius Institute of Education (MIE). (2016). Website introduction.

Retrieved from http://www.mie.ac.mu/
The University of Technology, Mauritius (UTM). (2016). Website introduction.

Retrieved from http://www.utm.ac.mu/index.php/en/
The WASU Project. (2016). The West Africans Student Union (WASU) Project.
Retrieved from http://wasuproject.org.uk.
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Retrieved from http://www.udm.ac.mu/
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https://en.wikipedia.org/wiki/West_African_Students%27_Union.
28
Parental behavior to Discipline their children on the

basis of Gender roles
shereen yunus Khan* and Prof. Dr. shahida sajjad**
abstract
This quantitative study highlights the parental attitude regarding
disciplinary practices on the basis of gender roles of the children.
The present study was designed to investigate the parents
behavior and use of disciplinary strategies on the basis of the
gender of their children, with a particular focus on attitudes to
and uses of positive as well as negative sanction for promoting
good behavior and resisting bad one respectively. Fifty parents
including 19 males and 37 females from Karachi city (Korangi,
district) were interviewed. These parents, chosen as sample of
the study through convenient sampling, were interviewed by
using a semi- structured questionnaire. The results of the study
indicate that there is a difference in the age of starting
disciplinary practices on the basis of gender. Different strategies
and tactics were explored comparatively concerning gender
based roles. The findings concluded that daughters are likely to
be disciplined earlier than sons, with lenient disciplinary
strategies whereas sons are comparatively hard to raise as they
required more stern modes of discipline and regulations.
Key words: Parental behavior, gender roles, discipline strategies.
introduction
Internalization of expectations and social values occur within a family context.
Parent-child relationship is of utmost significance as parents provides the primary
setting in which, through socialization, lives of the children are shaped and
determined. The central processes of socialization of children are parenting behavior
and discipline responses. The most crucial responsibility of parents is providing
appropriate discipline to their children. Parents teach the children about expectations,
course of action and moralities in order to impede future behavioral problems in them.
Gender-role stereotype of a child from parental perspectives

Gender stereotypes are the broad views about the roles of respectively gender.
Gender roles are usually neither appropriate nor impropriate; they are only
__________________________________________________________________________________
*Ph.D. Scholar, Greenwich University, Pakistan
**Dean, Faculty of Social Sciences & Humanities, Greenwich University, Pakistan
29
Khan, S.Y. and Shahida Sajjad, S.
erroneous simplifications of a persons traits as male or female. Society, overtly

or covertly, imposes social status determined by gender and corresponding roles
on a child. Many active factors are prevailing in our society that influences
childrens attitude and behavior on the basis of gender-roles. The strongest
influence on gender role development occurs within the family setting, with
parents who thereby pass their own beliefs about gender (Witt, 1997). Mothers
gender stereotypic beliefs interact with the sex of their child to influence their
perceptions of the childs abilities (Jacobs & Eccles, 1992).
Parental discipline and gender-role socialization are two interrelated normative

processes that may be affected by family structure, parent gender, and child
gender (Leve & Fagot, 1997). Since the moment a child is born, parents start
molding him into a social being, an approved and recognized one. This molding
process categorized on gender basis. Parents give girls and boys different
response, handling and training and then expect different behavior from girls and
boys. Parents through diverse modes make sure that their child internalizes their
message regarding gender-role unmistakably.
role of nature and nurture

From nature perspective, comprising traits that are inherited or genetic, girls
and boys behave differently. Heredity determines psychological gender
differences as well. Parental behavior towards childs nurture, consciously or
unconsciously, depends on these preconceptions about behavioral tendencies of
sexes. Recognition of the analytical independence of sex category, and gender is
essential for understanding the interactional work involved in being a gendered
person in society (West & Zimmerman, 1987). In addition, every child is an
individual, with exclusive blends of aptitudes and desires that affect overt
behavior consequently. Each childs distinctive inborn personality helps in
shaping how family develops nurture strategies. Childrens genetic makeup affects
their own behavioral characteristics, and also influences the way they are treated
by their parents (Maccoby, 2000). The personality that a child is born with is one
of the determining factors behind the difficulties in raising them. Treating every
child as a unique individual usually starts from birth.
Whatever the gender, age or ethnic background of the child is, its important
to be consistent when it comes to discipline. Child discipline is certainly not about
trying to control a child rather it is about showing the child to control his / her
own behavior. Concentrating, inhibiting initial impulses, and delaying
gratification are each distinct and important forms of self-discipline (Taylor &
Kuo, 2002). One of the main drawbacks of our Pakistani families, with hesitant
30
Parental behavior to discipline their children on the basis of gender roles
parents, is failing to set childs limits in order to be not too tough on their kids or
wanted to avoid having struggles with them. For some who had bad experiences
during childhood, they use stress-free procedures and offer their kids with more
comfort. Consequently, parents end up with losing control over kids due to their
too soft attitude and thereby damaging the strategies to mold the child in to an
approved member of society. Childs personality gravely influenced by such
pitfalls and consequently develops traits of not having social skills that are
important for successful social life. Discipline techniques could be the use of
power and authority by parents, love withdrawal, and disapproval. Parent are also
concerned about the consequences of the childs behavior for others specially the
siblings. The most important rule of discipline is to be consistent, a parent should
be sure of his ground before refusing anything (Valentine, 2015).
Family; a gendered institution

Family like other social institutions is gendered and governed by the value of
acquiescent along the gender parameters, and the members have to conform to its
norms and values by behaving accordingly. Parents, having different gendered
personal attributes, play a fundamental role in developing gender differentiation
in the society. Gender-role socializations intensity is determined by norms
prevailing in our social setup. The childs gender affects parents causal
attributions for their childrens performance in gender role stereotypic activities,
and that these perceptual biases influence the childrens own self-perceptions and
activity choices (Eccles & Jacobs, 1990). Diverse progressive procedures may
possibly be related to early externalizing problems in boys and girls. Parental
induction, warm responsiveness, and less frequent use of physical punishment
generally were associated with higher levels of moral regulation and fewer
externalizing problems (Kerr & Lopez, 2004).
Objectives of the study
The present study was designed to explore:
The parenting use of disciplinary strategies on the basis of the gender of

their children.
Age of the child at which parents started disciplinary practices.
Uses of positive tactics by parents for promoting good behavior in their

child.
Parents anticipation and expectation about their childs obedience to sex-

appropriate behavior.
31
Methodology
This quantitative method research study was conducted in Karachi city. Fifty
residents of Korangi area including 19 males and 37 females were selected for
one to one interview on convenience sampling technique. A semi structured
questionnaire was developed for data collection to find out what disciplinary
strategies parents are using on the basis of the gender of their children, at what
age of the child, parents started disciplinary practices, what are the positive tactics
used by parents for promoting good behavior in their child and what are the
anticipation and expectation of parents about their childs obedience to sex-
Sample inclusion criteria encompassed married respondents having kids of

both genders. Five respondents were pre-tested for evaluating the validity of
indicators and indices of questionnaires. After data collection, the process of
editing, coding and computerization carried out for data analysis. The
quantitative/empirical modeling employed to describe the trends of data in
scientific description using Statistical Package for Social Sciences (SPSS).
results
The findings of the data are tabulated in tables given below.
32
Table 1
Socio-demographic information of the respondents
Frequency Percentage %
27-33 13 26.0
34-40 17 34.0
Age 41-47 13 26.0
48-54 07 14.0
Total 50 100.0
Male 19 38.0
Gender Female 31 62.0
Total 50 100.0
Urdu 32 64.0
Punjabi 09 18.0
Language Sindhi 06 12.0
Pashto 03 6.0
Total 50 100
house wife 22 44.0
teaching 05 10.0
private business 06 12.0
work in factory 04 8.0
Occupation of the
construction 02 4.0
respondent
stitching 04 8.0
Govt. job 04 8.0
shop keeper 03 6.0
Total 50 100.0
primary 02 4.0
secondary 05 10.0
matriculation 12 24.0
Education of the
intermediate 08 16.0
respondent
graduation 11 22.0
masters 12 24.0
Total 50 100.0
joint 13 26.0
Type of family nuclear 37 74.0
Total 50 100.0
2 5 10.0
3 13 26.0
4 15 30.0
Number of children
5 13 26.0
6 4 8.0
Total 50 100.0
Table 1 depicts the socio-demographic characteristics of the respondents. The

sample consisted of majority of the respondents (34%) belonging to the age group
33
of 3440 years. The gender split was 38% (n = 19) male and 62% (n = 31)
female. Most of the respondents, constituting (64%) of the sample were Urdu
speaking, the second major share was Punjabi with 18% and Sindhi and Pathan
with 12% and 6% respectively. As most of the respondents were female,
housewives comprise greatest share with 44% and rest were from miscellaneous
fields of occupation. Distribution of academic qualification of the respondents
were masters 24%, graduation 22%, intermediate 16%, matriculation 24%,
secondary 10% and primary 4%. On the basis of family structure, most were from
nuclear families (74%) while rest (26%) were from joint families. Most of the
respondents (30%) have 4 kids.
Table 2
Age of the child respondent started disciplining
age respondent started disciplining his / her son
son Daughter
years frequency percentage years frequency percentage
2 7 14.0 2 9 18.0
3 21 42.0 3 29 58.0
4 19 38.0 4 11 22.0
5 3 6.0 5 1 2.0
total 50 100.0 total 50 100.0
Table 2 exposed the proportional age of the child at which parents started
disciplinary practices. At the childs age of 2 years, in case of daughter, 18% of
the respondents started disciplinary practices while in case of sons it is
comparatively slightly lower with 14%. Most of the respondents started
disciplining their child at the age of 3 years; 58% respondent in case of daughters
while 42% in case of sons. At the childs age of 4 and 5 years, in case of sons,
38% and 6% of the respondents respectively started disciplinary practices while
in case of daughters it is+ relatively lesser with 22% and 2% respectively.
Table 3
Discipline strategy most frequently used by respondents to discipline son and daughter
strategy most frequently used
son Daughter
strategy frequency percentage strategy frequency percentage
command 18 36.0 Command 10 20.0
reasoning 6 12.0 Reasoning 26 52.0
Threat 9 18.0 Threat 5 10.0
restriction 9 18.0 Restriction 9 18.0
physical physical
8 16.0 0 00.0
punishment punishment
Total 50 100.0 total 50 100.0
34
As reflected through table 3, different strategies were adopted by parents to

discipline children on the basis of gender roles. First strategy is command which
was mostly used by parents as in case of sons with 36% while 20% of the
respondent adopt command strategy to discipline daughters. In case of daughters
parents mostly use reasoning constituting 52%, while in case of sons only 12%
parents used reasoning. Restriction comprised equal share in both cases with 18%
each. Physical punishment is relatively less used as disciplinary strategy with 8%
in case of sons however did not adopted in case of daughters at all.
Table 4
Respondents anticipation about childs obedience to sex-appropriate behavior
childs obedience to sex-appropriate behavior as per parents expectation
son Daughter
response frequency percentage response frequency percentage
Always 17 34.0 always 25 50.0
sometimes 29 58.0 sometimes 21 42.0
Never 4 8.0 Never 4 8.0
Total 50 100.0 total 50 100.0
Table 4 revealed that 34% respondents always liked their son to conform to sex
appropriate behavior as per their expectations, 58% (n= 29) liked it sometimes while
only 8% of the respondent never liked their son to obey to sex appropriate behavior.
Whereas in case of daughters, 50% respondents always liked their daughter to
follow to sex appropriate conduct in accordance with parents anticipations, 42%
(n= 29) liked it sometimes, and merely 8% of the respondent liked it not once.
Table 5
Frequency distribution on the basis of respondents tactics to encourage good
behavior in his / her child
tactics to encourage good behavior
son Daughter
tactics frequency percentage years frequency percentage
verbally praise him 18 36.0 verbally praise him 15 30.0
provide privileges/ provide privileges/
freedom like play 10 20.0 freedom like play 0 0,00
game, watch TV game, watch TV
giving rewards like giving rewards like
8 16.0 6 12.0
money or gifts money or gifts
show over affection show over affection
14 28.0 29 58.0
like love him, kiss him like love him, kiss him
total 50 100.0 total 50 100.0
Table 5 showed the various tactics adopted by parents to encourage good

behavior in their child. Regarding sons, most of the respondents (36%) used verbal
35
praising, 28% exhibited overt love like hugging or kissing, 20% provided
privileges while 16% of the respondents gave rewards like money or gifts. Data
concerning daughters revealed that most of the respondents, comprising 58% of
the total sample, showed overt affection towards their daughters, 30% verbally
praise them and 6% offered rewards to encourage good behavior in their daughters.
summary of Findings
Age for starting discipline practices concerning the female child was 2-3
years, while that of male child it was 3-4 years. The youngest age of the
child at which parents started disciplinary practices was two years both in
case of girls and boys but there is a discrimination that percentage of the
parents desired their daughters to be disciplined at the age of two years
was more than in case of boys.
In case of daughters parents mostly used reasoning as disciplinary strategy

constituting 52%, whereas regarding sons command is mostly used by
parents with 36%. Parents anticipation of sex appropriate behavior was
higher in case of female child with 50% than male child with 34% of the
total sample.
Most of the parents (36%) just used verbal praising for their sons as a
tactics to encourage their good behavior whereas in case of daughters most
of the parents (58%) exhibited overt love like hugging or kissing again
showing a gender discrimination.
Parents had high expectations from their daughters regarding at young age
to be disciplined and to always follow the sex appropriate behavior. On the
other hand, parents never used physical punishment for their daughters but
few of the parents were using it as disciplinary strategy for their sons. So
the gender discrimination is existed. Parents show more love to their
daughters as compared to sons.
Discussion
Discipline is an irreplaceable practice principally used by parents to impart or
transfer the cultured life to their children. Discipline practice is valuable feature
of parenting which lays the foundation of entire nurturing development. While
disciplining a child one cannot ignore the fact that nature determines the nurture.
Generally, from gender perspective, childs nature fluctuates from girls to boys.
Girls in the form of daughters are usually obedient, sensible and comparatively
calm whereas boys or the sons are marked with aggression, obstinacy and
inflexibility. Besides gender- nature differences, every child is an individual with
36
distinct nature. This relationship between nature and nurture of the child influence
the time or start of parental disciplining practices as well. Present study revealed
that daughters/ girls are prone to discipline practice slightly earlier than son/ boys.
This study tried to find the nurturing styles and parental practice of corrective
approaches with children in Karachi. Different discipline strategies were used by
parents ranging from command, reasoning, restriction, threat and Physical
punishment. Reasoning includes any appeal in which parents offer reasons why
their child needs to change his or her behavior (Vangelisti, 2013). Regarding
disciplining daughter/ girls, parents mostly adopt inductive reasoning strategy
involving reasoning in order to help in understanding the adverse effects of wrong
behavior. Parents provided inductive discipline by using specific examples leading
to general conclusion through clear clarification between right and wrong. In case
of sons, non-aggressive strategies were mostly practiced including command,
threatening and restrictions. More coercive strategies were used in less proportion
including physical punishment. Parents expected their children to be following
gender appropriate behavior. Mostly respondents declared to be in favor of
conduct of their child according to their roles on the basis of gender.
In addition to the disciplinary strategies, tactics adopted to encourage good

behavior in also important. When a child good conduct is followed by parents
positive and encouraging response such as praising, loving, rewarding etc., the
chance of child repeating this conduct spontaneously increases. Praise is useful
for motivation and encourages performance attributions to controllable causes,
promotes autonomy, enhances competence without an overreliance on social
comparisons, and conveys attainable standards and expectations (Henderlong &
Lepper, 2002). Study revealed that in case of sons majority of the respondent
adopted verbal praising for encouraging good conduct while concerning daughters
or girls overt affection like hugging, kissing etc. were mostly used by parents.
conclusion
Study provided fruitful results of gender-role socialization in the perspective
of discipline, and also portrayed the multiple strategies of practicing discipline
in accordance to gender-role. While discussing the age of child at which parents
started disciplining, it was found that parent started earlier disciplining their
daughter. Parents regulated the conduct of their daughters with inductive strategy
of discipline by properly reasoning the pros and cons of their conduct and adopted
emotional tactics for encouraging good behavior in daughters. Whereas in case
of sons, parents mostly used non- aggressive but authoritarian strategies like
command, restriction and threat. Parenting styles differ with socio-economic
37
contexts while keeping all such context constant, it can be concluded that
daughters are likely to be discipline earlier than sons, with lenient disciplinary
strategies whereas sons are comparatively hard to raise as they required more
stern modes of discipline and regulations.
recommendations
Based on the findings of the study following recommendations are given:
There should be no gender discrimination regarding using disciplinary

strategies by the parents.
There should be no gender discrimination regarding parental expectations

from their daughters to be disciplined at earlier age as compared to boys.
There should be no gender discrimination regarding following the sex

Parents should never use physical punishment for their sons as they avoid
it for their daughters.
Parents should show same love for their sons as they show for their
daughters.
38
references
Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender Role Stereotypes,
Expectancy Effects, and Parents Socialization of Gender Differences.
Journal of Social Issues, 46(2), 183-201.
Henderlong, J., & Lepper, M. R. (2002). The Effects of Praise on Childrens

Intrinsic Motivation: A Review and Synthesis. Psychological Bulletin,
128(5), 774.
Jacobs, J. E., & Eccles, J. S. (1992). The Impact of Mothers Gender-Role

Stereotypic Beliefs On Mothers and Childrens Ability Perceptions.
Journal of personality and social psychology, 63(6), 932.
Kerr, D. C., Lopez, N. L., Olson, S. L., & Sameroff, A. J. (2004). Parental
Discipline and Externalizing Behavior Problems in Early Childhood:
The Roles of Moral Regulation and Child Gender. Journal of abnormal
child psychology, 32(4), 369-383.
Leve, L. D., & Fagot, B. I. (1997). Gender-Role Socialization and Discipline

Processes in One-and Two-Parent Families. Sex Roles, 36(1-2), 1-21.
Maccoby, E. E. (2000). Parenting and Its Effects on Children: On Reading and

Misreading Behavior Genetics. Annual Review of Psychology, 51(1), 1-27.
Taylor, A. F., Kuo, F. E., & Sullivan, W. C. (2002). Views of Nature and Self-
Discipline: Evidence from Inner City Children. Journal of
Environmental Psychology, 22(1), 49-63.
Valentine, C. W. (2015). Parents and Children: A First Book on the Psychology

of Child Development and Training. New York: Routledge.
Vangelisti, A. L. (2013). The Routledge Handbook of Family Communication.

New York: Routledge.
Witt, S. D. (1997). Parental Influence on Childrens Socialization to Gender

Roles. Adolescence, 32(126), 253.
39
Factors of effective Mentoring: an empirical study

of Post-Graduate Faculty and students in Pakistan
Muhammad anwer*, Dr. hong shen**, Dr. s. Khurram
Khan alwi***, Dervish raza**** and nisa*****
abstract
This study focuses on perceptions of students of post-
graduation; Bachelor of Education, and their faculty on key
indicators for effective mentoring, in pedagogical skills. The
study was conducted on a purposive sample of 252 students
and 44 faculty of two Government Elementary Colleges for
Professional Education at Lahore and Faisalabad, Pakistan.
Data was collected through two comprehensive
questionnaires- one each for Faculty and students. Opinions
were invited on indicators for effective mentoring, and
mentoring Bachelor of Education (B.Ed) students in six
pedagogical areas during. Findings revealed that mentor-
mentee good relationships, mentors commitment to achieve
targets and effective supervision, monitoring and evaluation
were the most important indicators for effective mentoring.
The respondents were relatively better mentored in lesson
planning and assessment techniques, but they liked to be
more mentored in lesson presentation and communication
skills, and attitudinal development. Male respondents were
relatively better mentored than female; likewise the
respondents were relatively better mentored at Government
Elementary College Lahore than Faisalabad.
Key Words: Empirical Study, Mentoring, Post-Graduate, Effective Mentoring, Pedagogical Skills.
introduction
With the advancement in science and technology and explosion of knowledge
in inter-disciplinary research, the needs of the society are changing rapidly and
this has put a healthy impact on the teaching profession. There was a time when
bookish knowledge was considered as the chief source of knowledge, but now
__________________________________________________________________________________
*PhD Scholar, School of Education - Higher Education, Huazhong University of Science and Technology, China
**Professor Higher Education-Comparative Education, School of Education-Higher Education,
Huazhong University of Science and Technology, China
***Assistant Professor Humanities, Greenwich University, Karachi, Pakistan
****Faculty, Institute of Professional Excellence (IPE) Danyore Gilgit-Baltistan, Gilgit, Pakistan
*****Faculty, Institute of Professional Excellence (IPE) Danyore Gilgit-Baltistan, Gilgit, Pakistan
41
Anwer, M., Shen, H., Alwi, S.K.K., Raza, D. and Nisa
the electronic media has changed the culture of teaching learning process.
Teachers need to be aware of the educational developments in global perspective.
There is a need for on-going innovations in the three main modes of teacher
development: initial teacher training, induction and in-service training or
continuous professional development. Teachers development at each stage is
important to enable them to become effective or successful teachers to deal with
the complex teaching learning discourse in the school. Many stakeholders can
play their pivotal role to improving teachers effectiveness, but perhaps the head
teacher and their colleagues can best guide newly inducted teachers. Literature
refers to this help and guidance to colleagues as mentoring.
The notion of mentoring corresponds to ancient Greek. The original Mentor

was described by Homer as the wise and trusted counselor whom Odysseus left
in charge of his household during his travels. Mentoring has become the focus of
much attention in the recent literature on initial teacher education, induction and
in-service training. Gay (1994) defines mentoring as a supportive relationship
between a youth or youth adult and someone who offers support, guidance and
concrete assistance as the younger partner goes through a difficult period, takes
on important tasks or corrects earlier problem. Haney (1997) also refers mentoring
as the relationship between more experienced and less experienced person, as he
says it is actually a relationship between an experienced and a less experienced
person in which guidance, advice, support and feedback are provided.
In Pakistan like many other developing countries, mentoring during initial or

pre-service teacher training is not structured. The prospective Bachelor of
Education student teachers get partial mentoring support during tutorials in the
college/university and during teaching practice in schools. In view of this
scenario, it was imperative to know the opinions and perceptions of the faculty
and post-graduation students to put forward certain recommendation for the
universities and other professional education institutions to modify mentoring
practices at post-graduation level. To achieve objective, following two core
research questions and seven null hypotheses were developed.
Literature review
A more recent perception about mentoring is presented by Hatton-Yeo (2006)
in UK that describes mentoring is a one-to-one, non-judgmental relationship in
which an individual voluntarily gives time to support and encourage another. This
is typically developed at a time of transition in the mentees life, and lasts for a
significant and sustained period of time. Mentoring is an open vista of new
experiences and possibilities. The mentoring process links an experienced Mason
42
Factors of Effective Mentoring: An Empirical Study of Post-Graduate Faculty and Students in Pakistan
(mentor) with a less experienced Mason (mentee) to help foster Masonic

development and growth. A mentor is more than a teacher. He facilitates personal
and Masonic growth in an individual by sharing the knowledge and insights that
have been learned through the years.
It is really hard to comment about effective or successful mentoring as

these are relative terms and these are linked with the goals and objectives of a
programme or an activity. Successful mentoring must meet the core
characteristics or indicators: mentors own personal and professional qualities,
better criteria for mentors selection and training; friendly and caring
relationships with mentees; and continuous encouragement, support and
feedback by the mentor Oliver and Aggleton (2002) states that training of
mentors and protgs and the support staff is necessary for the successful
mentoring. The success of the mentoring programme largely rests with the
selection and training of mentors. According to Hudson (2003), in the context
of reforms in primary science mentoring in Australia suggested that the mentor
must be well-prepared and informed on successful and effective mentoring
practices. Most higher education institutions provide regular training sessions
for mentors. Training is effective when it meets the specific needs of both
mentors and schools. It is effective where mentors are encouraged to recognize
the importance of developing their own school-based training programmes
(Parkinson & Pritchard, 2005).
Another key indicator for effective mentorship is the mentor-mentee good

relationships. Kochan and Trimble (2000) stated that mentor and mentee are co-
learners in a process of discovery. The success of one is the success of the other;
the emphasis should be on co-mentoring and peer mentoring. Mullen and Lick
(1999) coined the concept to capture the essence of co-mentoring as a synergistic
process that supports opportunity, dialogue, enthusiasm and change. The
relationships should be so strong and informal that both should be the learners at
one end; both should be the mentors for each other, and this notion in literature
is called as peer mentoring (Cornu, 2005).
Research shows that mentoring has a positive impact on the prospective

teachers at all stages of their teaching career. It starts with the initial teacher
training, passes through the transitional stage of induction and leads to the
continuous professional development. Collison (1998) states mentoring is the
interaction between a novice (the student teacher) and an expert (the teacher),
which contributes to the novices learning. He rather gives the concept of active
mentoring which he means responses offered by the mentor to the student
43
teachers teaching whilst that teaching is on-going. Lindgren (2005) found that
mentoring is a proficient method for supporting novice teachers.
Price and Willett (2006) investigated in the context of UK, that prospective
primary teachers bring with them a lot of benefits from the university or college
during their initial teacher training to the school, teachers and children and these
contribute to schools improvement. The school needs to improve the procedure
of evaluating school-based training consistently so as to maintain high standards
across the schools.
Murray, Nuttall, and Mitchell (2008) found that mentoring not only enhances
efficiency and quality of work in the pre-service student teachers, it enhances
their personal and professional motivation. Kapanka (1998) found in the context
of health sciences education that effective mentoring becomes a source of
invaluable emotional support for the mentee. Research also shows that the
cooperating teacher (mentor) has an impact on the attitude and behaviour of the
student teachers (Boydell, 1986; Thompson, 1982; Yates, 1982; Zeichner & Grant,
1981). Andrews and Quinn (2005) states that the mere presence of a mentor is
not enough: the mentors knowledge of how to support and guide the new teacher
is also crucial?
research Questions
Are all the indicators important for effective mentoring of post-graduation
students?
How far Bachelor of Education students are mentored in the six pedagogical
areas and what more they desired to be mentored?
hypotheses
Ho1: There is significant difference in the opinions of male and female Bachelor
of Education students of Government Elementary College Lahore and Faisalabad
in regard to key indicators for effective mentoring of Bachelor of Education
students.
H o2 : There is significant difference in the opinions of Bachelor of Education

students of Government Elementary College Lahore and Faisalabad in regard to
key indicators for effective mentoring of Bachelor of Education students.
Ho3: There is significant difference in the opinions of male and female teachers
of Government Elementary College Lahore and Faisalabad in regard to key
indicators for effective mentoring of Bachelor of Education students.
44
H o4 : There is significant difference in the opinions of teachers of Government

Elementary College Lahore and Faisalabad in regard to key indicators for
effective mentoring of Bachelor of Education students.
Ho5: There is relationship in the opinions of Bachelor of Education students and

teachers about key indicators for effective mentoring in Government Elementary
Colleges
Ho6: There is significant difference in the opinions of male and female teachers
of Government Elementary College Lahore and Faisalabad in regard to mentoring
of Bachelor of Education students in six pedagogical areas.
H o7 : There is significant difference in the opinions of teachers of Government

Elementary College Lahore and Faisalabad in regard to mentoring of Bachelor of
Education students in six pedagogical areas.
The study was based on two sources of data:
1) Literature review focused on indicators for effective mentoring; and
2) Empirical evidence by developing two questionnaires, one for Bachelor of

Education students and the other for their teachers. The sample was drawn
purposively which comprised of the complete cluster of Bachelor of
Education students (252) enrolled in the year 2014-15 and the teacher
educators (44) of the two Government Elementary Colleges (Lahore and
Faisalabad) .
For data collection two instruments were designed:
1) A questionnaire for the Bachelor of Education students.
2) A questionnaire for the teacher educators of Government Elementary

Colleges. Each questionnaire contained three parts. Part-I contained
biographical information such as gender, qualifications and experience.
Part-II contained ten indicators for effective mentoring to be rated at three-
point scale: most important (3), important (2) and least important (1). In
part-III, the opinions of faculty on the need for mentoring in six
pedagogical areas by Bachelor of Education students were inquired at
either three-point rating scale: most needed (3), needed (2) and least needed
(1) or in open-ended form. Their opinions were asked on six pedagogical
areas: attitudinal/ behavioral development, teaching learning strategies/
45
skills, communication skills, lesson planning and preparation, lesson

presentation, and assessment techniques.
Validation of the instruments was done through experts opinion in mid-

December 2014. The questionnaires were piloted on a small sample of
population. The reliability of the students and facultys questionnaires was
established at 0.792 and 0.9 Cronbachs Alpha, respectively. Data were
collected with the assistance of research students pursuing M.Phil/PhD with
the researcher. The analysis was made using SPSS. Besides simple frequencies
and percentage, independent sample t-test was applied to investigate the by
gender and by institution significant differences in the perceptions and opinions
of the respondents. Pearsons correlation was used to investigate the correlation
between students and faculty opinions about the ten key indicators for effective
mentoring.
Data analysis
Results on Perceptions of Bachelor of Education Students are given as below:
response rate among bachelor of education students

Of the 107 students at Government Elementary College Lahore, 95 (88.8%)
responded to the questionnaire. At Government Elementary College Faisalabad,
with the exception of one Bachelor of Education student; all other (134)
responded to the questionnaire, hence the response rate was almost 100%. The
relatively low response rate at Government Elementary College Lahore in
comparison to Faisalabad was due to the reason that data were collected just
before and after winter vacation, and some students did not turn up to the college,
most probably due to preparation of terminal examination.
students Opinions about Quality indicators for effective

Mentoring
The Bachelor of Education students were asked to rate the ten key indicators
for effective mentoring at three point scale: most important (3), important (2) and
least important (1). The results were interpreted in terms of mean, standard
deviation (SD) and coefficient of variation (CV). T-test was applied to test the
hypotheses (Ho1 and Ho2) framed for the study.
From the data analysis, we come to know that gender and institution-wise
difference in the opinions of respondents about ten key indicators for effective
mentoring in terms of mean values.
Male students ranked the indicators of better criteria for mentors selection
46
(mean 2.0) and intensive training of mentors (mean 1.89) at the top. In their
opinions, the indicators of mentor-mentee good relationships (mean 1.11) and
monetary support for mentors on excellent performance (mean 1.50) ranked at
the lowest. Female students, on the other hand, rated all the indicators as most
important or important; but those ranked at the top as per their opinions were
mentors commitment to achieve targets (mean 1.90) and effective planning
and budgeting (mean 1.92). The relatively less important indicator according to
female was intensive training of mentors (mean 1.70). The average mean of the
ten indicators for the male and female students was 1.64 and 1.78 respectively,
which shows that overall female students relatively more rated the ten indicators
for effective mentoring as most important or important than male students.
Comparing the opinions of the Bachelor of Education students against the

variable of institution, it was found that students of Government Elementary
College Lahore more rated the ten indicators as most important or important
than their fellows at Government Elementary College Faisalabad. The indicators
relatively more emphasized by students of Government Elementary College
Lahore were: mentor-mentee good relationships (mean 2.63) and mentors
commitment to achieve targets (mean 2.58). Their opinions in regard to the
indicators of intensive training of mentors (mean 2.17) and conducive learning
environment (mean 2.29) were relatively less positive. The students of
Government Elementary College Faisalabad, on the other hand, more strongly
recommended the indicators of effective planning and budgeting (mean 1.62),
conducive learning environment and better criteria for mentors selection (each
with mean 1.55). They rated the indicators of mentor-mentee relationships (mean
1.19) as the least important. The average mean values of all the ten indicators for
effective mentoring at Government Elementary College Lahore and Faisalabad
were 2.37 and 1.47 respectively, which clearly shows students at Lahore had more
positive opinions about the ten indicators than of Faisalabad.
Data explores the overall situation of students opinions by gender and

institution in terms of mean, standard deviation, coefficient of variation and
Independent Samples Test (Levenes test and 2-tailed t-test) about all the ten key
indicators for effective mentoring. It shows that female students more favored the
ten key indicators for effective mentoring than the male students. The value .421
of 2-tailed sig. is higher than 0.05, therefore it was found that the difference
between genders was not significant. Therefore, the null hypothesis (Ho1) was
accepted at a = 0.05. Institution-wise, the students at Government Elementary
College Lahore more strongly recommended the key indicators for effective
47
mentoring than students at Government Elementary College Faisalabad. T-test

also revealed a significant difference in the opinions of Bachelor of Education
students regarding the importance of ten indicators for effective mentoring.
Therefore, the null hypothesis (Ho2) was rejected at a = 0.05.
The above results show that all the indicators identified through literature
review were considered either most important or important by the Bachelor of
Education students in the Government Elementary Colleges, and this satisfactorily
answers to research question 1 of the study. The female respondents relatively
more emphasized the ten indicators for effective mentoring than male, and
students of Government Elementary College Lahore perceived those more
important than their fellows at Government Elementary College Faisalabad. None
of the indicators was rated as least important. These findings were in line with
the previous research (National Education Association, 1999; Feiman-Nemser,
2001; Ganser, 1995).
students Opinions about their Mentoring in six Pedagogical

aspects
Part-III of students questionnaire contained six pedagogical aspects:
attitudinal/behavioral development, teaching learning strategies/skills,
communication skills, lesson planning and preparation, lesson delivery or
presentation skills, and assessment techniques. About each aspect, the students
were asked to give their opinions as to how far they were mentored? And if they
still needed to be mentored or taught? At Government Elementary College Lahore,
between two-thirds to three-fourths of the Bachelor of Education students
responded to each aspect, while at Government Elementary College Faisalabad,
about 90% Bachelor of Education students gave their opinions about mentoring in
the six pedagogical aspects. This part answers to research questions 2 of the study.
Regarding the first aspect i.e. attitudinal/behavioral development, at

Government Elementary College Lahore, about half of the students reported that
they learnt good behavior. Almost the same majority also remarked that they
still needed to develop their behaviour and attitude through interaction with their
teachers and fellows. At Government Elementary College Faisalabad, about 40%
responded that they were mentored by their teacher educators to a large extent
and about the same proportion reported that they learnt about the behavioural
development to some extent. They desired for more mentoring in the latest
techniques of attitude and behavioural development.
Some of the respondents gave interesting remarks. For example, one of them
48
said that she doesnt know deeply. Another remarked as no need. Other
comments given by a single respondents were: We learnt discipline, I have become
punctual, they have gained confidence, I need mentoring about tolerance in
behaviour, and I want to create the quality of tolerance in my behaviour.
Two of the respondents stressed on the need of learning ethics and moral
values, while one wrote beautifully Our behaviour is always good. We are perfect
so there is no need to develop behaviour.
The second pedagogical aspect about which students were asked to give their
opinions was teaching learning strategies/skills. Around half of the students
reported that they learnt better skills of teaching and learning and needed more
mentoring in this area. However, with the exception of a few, students at both
Government Elementary College Lahore and Faisalabad, did not indicate
particular teaching skills or strategies which they learnt. A few remarked that had
learnt the proper use of white board and projector, while some others said that
they learnt how to deliver a good lecture?
Eight students claimed that they learnt computer skills and multimedia to some
extent and they needed to learn more. Five students stressed over the need for
developing the skills of use of A.V. aids. A female student reported as she has
learnt lecture and demonstration method. And she wants to learn cooperative
learning, questioning.
The third pedagogical aspect about which mentoring support asked from the
Bachelor of Education students was communication skills. A little less than two-
third majority (62%) opined that they had learnt the communication skills from
their teachers, and almost the same majority was of the view that they still needed
to improve their communication skills, especially in English. 6.7% reported that
they learnt the technique of questioning; almost the same claimed that they
improved their communication skills in Urdu, but they needed to improve or learn
more to communicate well in English. A student remarked as now we can
communicate with students easily. Another student said now I can convey my
ideas in good way. About two of the ten students pointed out the problem of
English as a medium of instruction and assessment.
The fourth and fifth inter-related pedagogical aspects were lesson planning
and presentation skills. Around two-thirds of the Bachelor of Education students
reported that they had learnt lesson planning and presentation to a large extent,
but a few of them also asserted that they still feel problem in lesson presentation.
Here again, a few indicated the problem of English as a medium of instruction. A
49
few however, stated that they have developed confidence in lesson planning and
presentation in the classroom. A female student, for example, reported as I learnt
to develop objectives of lesson planning and I need learn lesson delivery to gain
confidence. Another female asserted as; I have learnt how to plan the lessons of
different subjects, we need to plan lessons through computer. I have also learnt
better delivery/presentation of lessons and we need to gain more confidence.
A female remarked as we can now prepare lesson plans with new ideas.
Another reported that she has learnt lesson planning and presentation to a small
extent, as she reported I learnt the lesson planning to some extent but I am
not satisfied with my presentation skills and I want to do more practice in
this field.
The sixth pedagogical aspect was about mentoring need in assessment skills.
About half of the Bachelor of Education students reported that they learnt
assessment skills, and many of those and some others also pointed out they needed
more to learn assessment skills. A few reported that they learnt to construct test
items, especially multiple choice questions. A few of them also reported that they
learnt the skill of making classroom observations and conducting interviews, as
a female asserted we learnt observations, interviews, projects and assignments
assessment. A female Bachelor of Education student reported as this ability has
been improved among us. Some students showed their partial satisfaction, for
example, as a student remarked as, we did not learn assessment techniques so
much. A few, however, remarked that they did not learn this skill, as female
responded straightforwardly no. If we talk about the overall picture of the six
pedagogical aspects that how much the Bachelor of Education students learnt and
they needed to learn? It becomes clear that about two-thirds of the Bachelor of
Education students were mentored in the six pedagogical areas. They were
mentored relatively better in teaching learning strategies and lesson planning in
comparison to behavioural and attitudinal development, and lesson presentation.
They needed structured mentoring in all these six pedagogical areas to become
effective teachers.
Perceptions of teachers Opinions about Mentoring:

response rate and results on Demographic Profile
At Government Elementary College Lahore, against the total of 34
administered questionnaires, 32 were received back. Three of the questionnaires
were excluded during data reviewing and cleaning process, hence 29 responses
were considered for analysis; the overall response rate remained 85.3%. In this
training college, there was co-teaching staff in equal proportion. The response
50
rate among male and female was 90% and 76.5% respectively. Hence, it was better
among male teachers than female by about 13.5%. In correspond to this, at
Government Elementary College Faisalabad, there were a total of ten teacher
educators; five of them were drawn for the pilot study so that they were excluded
from the main study. The remaining five sampled teacher educators responded
the questionnaire; the response rate remained 100%. Being an institution for men,
gender-analysis was not required.
The demographic information in facultys questionnaire included: gender;

university qualifications; training/mentoring experience; teaching and
administrative experience at primary/elementary level; teaching and
administrative experience at secondary level; and research publications. Of the
34 male and female respondents, only two respondents (6%) held M.Phil
qualification; no one held a PhD degree in any discipline. Twelve (35.3%) had
earned two master degrees a degree in Education and one in any other subject.
The educational qualification of the other 20 respondents (58.8%) was masters
degree in any subject with Bachelor of Education/B.S.Ed.
In regard to training experience, three held an experience between 1-3 years,

three between 4-6 years, six between 7-9 years; ten between 10-15 years, five
between 16-20 years, and two held an experience as teacher trainers of 21 years
or more. Five of the teacher educators, however did not indicate their experience.
Of those who mentioned about their experience, 60% had an experience of 10
years or more. There was no marked difference in the male and female
respondents in regard to their training experience at the Government Elementary
Colleges. In regard to their teaching, research and administrative experience,
about three-quarters held some teaching experience, while others possessed some
administrative and/or research experience.
Only three teacher educators of Government Elementary College Lahore and

Faisalabad reported to had some teaching experience in any primary or elementary
school prior to joining the Government Elementary College as teacher trainer. It
can be inferred from here that the majority of the teachers either started their
teaching career from Government Elementary College or some government
secondary or higher secondary school.
Of the 34 teacher educators, nine (26.4%) reported to had published work in

the form of research reports, books and/or articles. Of these nine, two did not
report the amount of publications actually at their credit. The seven who indicated;
one earned five publications in some magazines/journals, while the others
51
published either one/two reports or books. Overall, about three-quarters of the

respondents had no research publication in any form.
Opinions of teachers about ten indicators for effective

Mentoring
The Government Elementary Colleges teachers were asked to rate the ten key
indicators for effective mentoring at three-point scale: most important (3),
important (1), and least important (1). The analysis in this part accepted or
rejected the null hypotheses (Ho3, Ho4 and Ho5) at a = 0.05. It also partially
answered to the research question 1 of the study.
The results showed that more female than male teachers had rated the ten
indicators as most important or important. Likewise, more teachers at
Government Elementary College Lahore rated the ten indicators for effective
mentoring as most important or important. Table IV displays the gender and
institution-wise comparison against the ten indicators for effective mentoring of
Bachelor of Education students in terms of mean values. It indicates that there
was a little difference in the opinions of male and female teachers; the latter
relatively more rated as most important to the various indicators for effective
mentoring at Bachelor of Education level than the former. The average mean of
all the ten indicators among the male and female teachers was 2.23 and 2.32,
respectively. Male teachers more rated as most important or important to mentee-
mentor good relationships, mentors commitment to achieve targets and
conducive learning environment. The female respondents, on the other hand, had
more positive opinions about mentee-mentor good relationships and intensive
training of mentors. The least important indicator for both male and female
gender was mentors selection criteria, monetary support for mentors and
mentees eagerness to learn.
Institution-wise, there was a marked difference in the opinions of the teachers

at Government Elementary College Lahore and Faisalabad; the teachers at
Government Elementary College Lahore more emphasized the ten indicators as
most important or important. It can be seen from the overall average mean
values of respondents at each institution, Lahore (2.47) versus Faisalabad (1.20).
At Government Elementary College Lahore, the highest mean was in favour of
mentor-mentee good relationships, and then for indicators of intensive training
of mentors and mentors, and commitment to achieve targets while the lowest
mean was for better criteria for mentors selection and monetary support for
mentors on excellent performance.
It is also revealed that female teachers had relatively more positive opinions
52
about the ten indicators for effective mentoring at Bachelor of Education level
than male teachers. This is evident on the basis of high mean (by 1.9), and low
SD and CV values for female respondents. T-test revealed no significant
difference in the opinions of male and female teachers about all of these ten
indicators. Hence the null hypothesis Ho3 was not rejected at a = 0.05. Institution-
wise, teachers in Government Elementary College Lahore had more positive
opinions about the ten key indicators for effective mentoring than their
counterparts in Faisalabad. This is evident on the basis of high mean (by 12.9),
and low SD and CV values for respondents at Government Elementary College
Lahore. T-test demonstrated significant difference in the opinions of the
respondents of Government Elementary College Lahore and Faisalabad regarding
the ten key indicators for effective mentoring; the teachers at the Government
Elementary College Lahore more emphasized these indicators by rating as most
important than their counterparts at Government Elementary College Faisalabad.
Therefore, the null hypothesis (Ho4) was rejected at a =0.05. Overall the most
five prioritized indicators across both genders were: mentee-mentor good
relationships, intensive training of mentors, mentors commitment to achieve
targets, supporting and encouraging attitude of mentor, and effective supervision,
monitoring and evaluation. Previous research supports this finding (National
Education Association, 1999; Feiman-Nemser, 2001; Ganser, 1995).
Ho5 of the study was there is no correlation between the opinions of the
Bachelor of Education students and teachers at Government Elementary College
Lahore and Faisalabad about key indicators of effective mentoring. Pearson
correlation was applied to investigate the extent of correlation. It was found that
there was a moderate correlation (.552) in the opinions of the students and
teachers. It means both teachers and Bachelor of Education students were of the
view that the ten indicator for effective mentoring were important at Bachelor of
Education level in the Government Elementary Colleges. But as the value of
correlation (.552) was not high, so 2-tailed t-test revealed that the correlation was
not significant at a = 0.05, hence the null hypothesis (Ho5) was accepted.
teachers Opinions on bachelor of education students

Mentoring in six Pedagogical areas
Part-III of the questionnaire was about rating Bachelor of Education students
in regard to mentoring about six pedagogical aspects at three-point scale: most
needed (3), needed (2) and least needed (1). The analysis given in this part
accepted or rejected the null hypotheses - Ho6 and Ho7 of the study.
All the male and female teachers were of the opinions that the six pedagogical
53
aspects were either most needed or needed. The mean values showed that both
male and female teachers agreed to the need for mentoring Bachelor of Education
students in these six pedagogical areas: behavioural/attitudinal development,
teaching-learning strategies/ skills, communication skills, lesson planning and
preparation, lesson presentation or delivery and assessment techniques. In regard
to these six pedagogical skills, female teachers perceived that they need more
mentoring than male teachers. This is also evident on the basis of high mean, and
low SD and CV values for female gender. T-test revealed no significant difference
in the opinions of male and female respondents; the null hypothesis (Ho6) was
not rejected at a = 0.05 (Table VI).
Institution-wise, the teachers at Government Elementary College Lahore were

of the opinions that the Bachelor of Education students needed mentoring in the
six pedagogical aspects in comparison to their colleagues at Faisalabad. This is
evident on the basis of high mean and low SD and CV values for Lahore
respondents. T-test revealed highly significant difference in the opinions of the
respondents at Government Elementary College Lahore and Faisalabad; the
former were more of the opinions that their students needed mentoring in the six
pedagogical areas than the latter. Therefore, Ho7 was rejected at a = 0.05.
The item-wise teachers opinions in regard to mentoring need of Bachelor of

Education students at Government Elementary College Lahore and Faisalabad. It
reveals that there was no marked difference in the opinions of male and female
teachers; however the difference was prominent against the variable of institution.
On the basis of high mean value for female respondents (2.67) for the item
behavioural/attitudinal development, it can be inferred that their Bachelor of
Education students have more need for mentoring in this pedagogical area in
comparison to their male counterparts. The female teachers gave second priority
to communication skills (mean 2.50). They however perceived that their students
needed the least mentoring in assessment techniques. The greatest need in regard
to mentoring Bachelor of Education students as reported by male gender was in
attitudinal/behavioural development, and they perceived that their students
needed the least mentoring in lesson presentation and assessment techniques. The
other aspects i.e. communication skills, lesson planning and teaching learning
strategies were ranked somewhere in the middle. Gender-wise, more female than
male teachers emphasized on the need for mentoring their Bachelor of Education
students in the six pedagogical areas. The overall mean value for the male and
female teachers was 2.29 and 2.45, respectively.
A marked difference was found in the opinions of teachers at Government
54
Elementary College Lahore and Faisalabad. The mean values were more than
twice in favour of respondents at Government Elementary College Lahore in
comparison to the respondents at Faisalabad. To teachers at Government
Elementary College Lahore, the highly needed areas for students mentoring were:
behavioural and attitudinal development, communication skills and lesson
planning. The results were surprising in the sense that Faisalabad teachers
perceived that their students needed the least mentoring in all the six pedagogical
areas. The overall mean value of the six pedagogical areas at Government
Elementary College Lahore and Faisalabad were 2.55 and 1.20 respectively.
Analyzing the above discussions on the extent of need for mentoring Bachelor
of Education students in six pedagogical areas, it is asserted that there was a
significant difference in the opinions of the respondents at Government
Elementary College Lahore and Faisalabad; the former more realized the need
for mentoring Bachelor of Education students than the latter. As a caution, it is
essential to mention here, that the variations in results against the variables of
gender and institution might be due marked difference in their sample size.
conclusions and recommendations

Around two-third of the Bachelor of Education students receive partial
mentoring at the Government Elementary Colleges; it should be more structured
or systematic. Bachelor of Education students are relatively more properly
mentored in lesson planning, teaching learning and assessment skills than
attitudinal or behavioural development, communication and lesson presentation
skills. They need more mentoring, especially in these three deficient areas. More
female than male are adequately mentored, though they more desire for mentoring
in the six pedagogical areas. Likewise, students at Government Elementary
College Faisalabad are relatively better mentored than of Lahore, though they still
desire to seek guidance and help from their teachers/mentors.
Almost all the students and teachers recommended the ten quality indicators
for the effective mentoring. Females, both students and teachers, have more
positive opinions about these indicators than males. The relatively more
emphasized indicators are: selection criteria for mentors, intensive training for
mentors, mentee-mentor good relationships, and mentors commitment to achieve
targets. Instruction and assessment in English medium is a barrier in effective
mentoring of students in college and on teaching practice. Therefore, either Urdu
as a medium of instruction and assessment should be allowed at the University
of Education Lahore and all its constituent and affiliated colleges. There is a
moderate positive correlation in the opinions of Bachelor of Education students
55
and teachers in regard to the ten key indicators for effective mentoring. There is
a need for a large scale research on these mentoring themes so that a tangible
mentoring model for Bachelor of Education students could be developed at
Bachelor of Education level which may be followed at other universities and
higher education institutions offering Bachelor of Education programme in their
own context in the country.
56
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58
to investigate the Quality of science text book

(biology) at secondary Level: a content analysis
alia ayub*, Dr. Jawaid ahmed siddiqui**
and Dr. Memoona saeed Lodhi***
abstract
This research study was conducted to investigate the quality
of science text books at secondary level. This study
specifically emphasize to measure the quality of Biology text
book at 9th & 10th grade in Quetta city in Baluchistan. Main
objectives of this research study were to analyze the
alignment between National curriculum for biology and
biology text books. Baluchistan board and difficulties
regarding content clarity, comprehensiveness & organization
of subject matter, scientific reasoning skills and illustrations.
Research questions were, what is the degree of alignment
between Science text books and national objectives? What is
the connection among course content, its language and
illustrations to support content? How Biology text books
assist to develop science process skills among science
students? Mixed method approach was used for in-depth
investigation of course content. Review of national document
of science curriculum, survey questionnaire and focus group
discussion conducted for this purpose. The results of this
research study highlighted issues as this text book is very
lengthy and written in long text style and show little
connection among illustrations and subject matter. Thats
why students felt difficulty to identify and understand the
main concepts. Moreover these text books show medium level
alignment with national curriculum.
Key Words: Quality, Science Text Book, Biology, Secondary Level, Content Analysis
introduction
Science is an intellectual activity carried on by humans that is designed to
discover information about the natural world in which humans live and to
discover the ways in which this information can be organized into meaningful
__________________________________________________________________________________
*Assistant Professor, Education Department, Sardar Bahadur Khan Womens University Quetta
**Associate Professor, Hamdard University, Karachi
***Assistant Professor, Hamdard University, Karachi
59
Ayub, A., Siddiqui, J.A. and Lodhi, M.S.
patterns (Gottlieb, 1997). This indicates that science understanding is helpful in

opting future career, making decision about different life matters, developing
skills in solving personal and social problems. So science is an essential element
for good living.
Education system plays an important role in providing skilled and technical

human resource for economic growth of the countries, because of the importance
of science in providing excellent technical human resource, it was included as
separate discipline in education system. After completing elementary education
students are offered to choose discipline of Arts or Science as future career.
science education in Pakistan

Development of a country depends upon expertise of human resource in
science & technology, and application of their skills in agriculture and industry.
Pakistan realize the socio-economic development through science education
since its independence. All educational policies and education conferences put
emphasize on the integration of science in education system. First education
conference 1947, Quaid-i-Azam said that in order to build the economy of
education there is greater need of providing scientific and technical education
to the nation.
Education Commission in 1959 recommended focus on science education,

the educational policy, 1970 emphasis the value of science education,
educational policy 1972 recommended integration of technical and science
education, educational policy 1978 focused on improvement of science
education and linkage between science and technical education. This policy
also highlights that science education can be improved through revision of
science curriculum. Educational policy 1992 again emphasize science
education and suggested the demand oriented curriculum. Educational policy
1998-2010 put emphasize on extension of science and technical education, this
policy also highlights the need of diversification of curriculum and making the
development of curriculum a continuous process. This educational policy
introduce the idea of multiple text books. Education Sector Reforms 2005-2010
focused on development of human resource, free text books, providing quality
education and equal access to opportunities of learning, introducing new
educational curricula.
All National Educational Policies show the efforts and willingness to

improve the science education, these policies also realizes the need of
improvement of education system through improving educational curriculum and
suggested for:
60
To Investigate the Quality of Science Text Book (Biology) At Secondary Level
Demand oriented curriculum

Diversified curriculum
Curriculum development as continuous process
Efforts were also made in Pakistan to improve the science education according
to science education standards. Pakistan Science Foundation (PSF) and France
signed a MoU of cooperation for the improvement of teaching and learning
sciences at primary and secondary level through Inquiry-Based approach. Inquiry-
based learning was initiated in Pakistan with the support of French Embassy in
2010. (http://www.psf.gov.pk/lamap.php).
Education sector Reform, 2003 focus on science reform, the reforms aim to
improve the quality of education by providing video text books and training head
teachers, mangers, master trainers and teachers. (http://www.slideshare.net/
sqjafery/education-sector-reform-2003)
biology as a science
Biology has occupied a central position in natural sciences as it deals with all
living organisms and plays an important role for the protection and welfare of
Humans e.g. care for the health by providing knowledge about harmful objects,
ways to improve food resources and quality. As we know that healthy man are
the symbols of success for a country. So there is greater need of good teaching -
learning processes for Biology Teaching.
Teachers felt difficulty in communicating the curriculum, because teachers are

not provided specific training related to different subjects, moreover they are not
included in curriculum reform. (Al-Burak, 2011).
In Pakistan, it is generally assumed that our classrooms are quite teacher

oriented. Usually, teacher dominates the class time by providing information on
the topic under discussion with least concern about the needs of the students. This
tends to make classes more one sided and students tend to lose their interest in
the class work. This leads to rote learning of the content which minimizes
students ability to consume learned knowledge in their professional and practical
lives. Different curriculum reforms were introduced but classroom practices
remain unchanged.
Secondary level of education is very important, it guides for opting future

career. Text books are the only learning and informational resources at secondary
level of education in Pakistan. Textbooks are important materials to achieve the
goals of the curriculum. As Biology deals with living organisms in the world, a
61
lot of increase in biological information is appeared, so there is greater need of

continuously adding up-to-date knowledge to the biology text book at each level
of education. This research study was conducted to investigate the quality of
Biology Text Books at 9th & 10th grades levels in Baluchistan.
Teachers are responsible to communicate this information to the science

students. Literature indicates that one cause of failure of achieving the curriculum
objectives is ignoring the teachers opinions in the process of curriculum
development. Teachers and students are the direct users of text books they can
highlight the weak and strong areas of the text book in an effective way.
So this research study investigated the quality of science text books by

exploring the ideas of biology teachers, science students and science education
specialists.
Objectives
The following objectives were formulated to analyze the quality of biology
text book.
To investigate the degree of alignment with national objectives of biology

text books (9th &10th grades) in Baluchistan.
To analyze the text and illustrations clarity, subject matter organization in

Biology text books (9th &10th grades) in Baluchistan.
To what extent science reasoning and process skills included in the Biology
textbook.
To identify the best composition of Biology text book in achieving its

national objectives.
research Questions
The above stated objectives were investigated by responding to the following
research questions:
1. What is the degree of alignment between Science text books and national
objectives?
2. How subject matter is comprehensive and organized in different chapters?
3. How Biology text books assist to develop science reasoning, analytical and
science process skills among science students?
4. What is the connection among illustrations and subject matter to support

content?
62
5. What is the best composition of Biology text books in achieving its national
objectives?
6. What steps should be taken to improve the quality of Biology text books?
Science text books were also revised many times, but still it failed to attract
the students interest towards science education, which is essential for socio-
economic development of Pakistan. This study valued the opinions of direct
implementer of curriculum (science teachers and science students). This study is
very important from curriculum developing process to be part of any piloting of
text books. So the result of this study will assist the policy makers and curriculum
developer to remove the identified weaknesses to improve the quality of text
books in a way that help the teachers and students to get better results of teaching-
learning process.
The result of this study will also assist the publishers of text books for
publishing excellent version of text books with quality pages, good writing
compositions, good highlighting styles etc. the results of this study will assist all
the stakeholders, policy makers, curriculum developers, teachers, students,
parents in achieving the educational objectives to their peak.
Literature review
Science is actually a process rather than body of knowledge. Simpson &
George (1963) describes that science is curious about the material and natural
phenomena, try to answer the questions by possible explanations and performing
the experiment for validating the explanations. Many countries tried to spread
scientific literacy and different science reforms always focused on development
of science curriculum. (AAAS, 1990). Because of the importance of science, it
is included as optional discipline at secondary level of education. Text books are
the only informational resource at secondary level of education that guides the
teaching-learning process.
text book
School books are the text books. It may be defined as:
A book used as a standard work for the study of a particular subject.
A book conforming or corresponding to an established standard or type.
Johnsen (1993) considered a text book as a book that guides instructions

and includes wide variety of materials. Text book is a printed volume which
is developed to perform different functions to:
63
Improve the efficiency of learning
Assist the process of teaching in achieving the objectives
Suggest different types of learning activities for enhancing the teaching

learning process (Gerard & Roegiers, 2003).
science text book

Science books are known as mean of communicating the science information
in the social context. (Green & Naidoo, 2008). Science text books should cover
all the scientific issues of a country. (Gericke, Hagberg, Carvalho dos Santos,
Joaquim, & El-Hani, 2014). Text books promote parental participation and
independent learning (Bartholomew, etal., 2004) it transfer the official curriculum
to practical curriculum (Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002).
Text books should emphasize positive and negative aspects of scientific
implications in society. (Sadler, & Zeidler, 2006).
role of text books

Text books are helpful in providing, encouraging and fulfilling the learners
educational needs. So the textbook may be considered as chief reference and
learning and resources for the students. (Shahmohammadi, 2013). Heyneman
(2006) viewed that Text books may have constructive or destructive impacts:
It may have proven as cognitive cement for literal society.
It may be a source for financial corruption.
Quality text book

A good text book must consider the learners needs (Crawford, 2001). It should
promote the critical thinking based on new concepts, and which can replace the
text-based knowledge (Wile, 2003) and Quality of Books increased if it encounter
the learning experiences (Silverman, 2001).
issues regarding Quality of text books

Different researches show that text books can not play its role effectively.
There are many issues and misconceptions about its actual role.
Pedagogies are not considered as important part of text books (Confrey &
Stohl, 2004).
No statement of expert thinking are included in to save the student time in

understanding the different concepts. (Kilpatrick, 2002).
64
If text book does not relate the specific discipline with tradition, it may
fail in attracting the interest of learners (Anzar, 2003).
issues of text books in Pakistan

Pakistani text books show factual errors and even these are difficult to read.
Text books publication are the responsibility of the provincial text book board
in Pakistan. These text books exhibit grammatical mistakes, deviation from the
Curriculum Bureaus specifications. And spend low cost/unit, which resulting
in low production of low quality text books. (Human Development Foundation,
2004).
Ways to improve the Quality of text books in Pakistan

Development of text books and curriculum should be simultaneously. This
step will increase the relevancy between text book material and curriculum.
And assist in achieving the learning objectives. Teachers should be provided
training for better use of text books, provided with teacher guides and also
include teaching pedagogies. (Human Development Foundation, 2004).
Government should improve the distribution of text books and make sure that
all institution.
Quality of a text book can be measured on the following paradigms.
science content, clarity and Language

clarity of a text is a skill, and clarity should also be a focus point in academic
writing. A text should be called clear, if it matches the expectations of the reader.
(DeVries, 2002). A paragraph structure should emphasize the explanation of any
idea should avoid irrelevant parentheses and explanation should be short, logical
and to the point. (Helen, 1994).
text Language refers to the level of understanding. Text language should be

so simple that the learners belong to different culture perceive the same meaning.
(Gao & Ting-Toomey, 1998). Text language not only to try aid to learning and
thinking but also it try to clear the learners thinking. Clarity and simplicity of
the text language helps the learner to polish and refine his/her own ideas. (NCTE
Commission Report, 2001).
Organization of subject Matter

Subject matter is a professional teaching plan for a secondary school teacher.
It plays a central role in teaching-learning process, as it influences the actual
instructional practices. (Stodolsky & Grossman, 1995). It also integrate the
65
curriculum, teaching and learning. (Stodolsky & Grossman, 1995). It is a

conceptual frame work which relate the content to the teachers work,
instructional processes, teachers social attitude and teaching goals (Grossman &
Stodolsky, 1994).
science subject Matter

Subject matter of science text books show how the scientific and technological
aspects be achieved (Leach, Millar, Ryder, & Sr, 2000; Rudolph, 2003). Science
text books may include case studies, scientists stories and Scientific and
technological progress of the country as subject matter (Leite, 2002).
Well-Organized subject Matter

A well-organized subject matter should be presented in the form of parts to
facilitate the learning and increase the understanding level. It may be divide as:
Chapters, Sections, Sub-sections Subject matter organization is based on Subject
Domain and Information regarding the subject discipline
comprehensiveness of subject Matter

Dictionary defines Comprehensiveness of the text books subject matter
as A detailed layout of the placement of text, photographs, illustrations,
tables etc.
comprehensive science curriculum

Science curriculum should include the content that engage the students in
physical and mental processes, both hands and minds on activities (Trowbridge
& Bybee, 1996). Science Curriculum must consider the culture and society of the
student and teacher where it will be taught (Dagher and BouJaoude, 2011).
comprehensive biology subject Matter

Biology links with human lives, so it should include the information about
health, reproduction, issues regarding environmental balance, genetics in
relation social importance etc., such issues will motivate the students in
learning and making judgements according to their personal values. (Sadler, &
Zeidler, 2003).
Biology should include, gene technology and its value on commercial scale
e.g. in food production, medicines and pharmacy products (Bauer, & Gaskell,
2002) scientific global issues in relation to the national needs, (OMahony, &
Schfer, 2005). Curriculum should be derived from the students culture,
environment and society (Obeikan, 2010). In short biology as science should
66
consider cultural, social, technological, ethical, environmental and political

contexts. (Pedretti, & Nazir, 2011).
Depth of scientific reasoning skills

Scientific reasoning skill refers to the thinking skills which are involved in
doing inquiry of some problem, performing experiments, evaluation of the
collected evidences, inferring on the basis of results and argument about the
problem, its causes and its solution. (August, 2005). Reasoning skill support the
formation and refining of the concepts about the natural and social world. (Klahr,
2000). Science, more than collected knowledge, is a process which should be
taken into account in science education. Therefore it is better for students to gain
the skills of accessing and analyzing the knowledge besides learning the
accumulated scientific facts (Bilgin, 2006).
science Process skills

The abilities which can transfer to the science students, so that they can reflect
the scientists behaviors and attitudes. (Michael,1990).
connection among illustrations, Language and subject Matter

Illustrations comprises the cartoons, photographs, drawings etc. Diagrams,
drawings, tables etc. are the visual statements of the words (Freedman, 1983)
Illustrations have great appeal for all age levels of students. Illustrations make
the learner a proficient reader (Nikolajeva & Scott, 2000). Text and illustrations
collectively enhances the learning and help in in-depth understanding of the
concepts. Illustrations assist the students brain to grasp the complex ideas.
(Buckingham, 2008).
suggestions for effective illustrations

Illustrations must be connected to the content. (Blessing & Forister, 2013):
Illustrations in a book must be avoided 3D or other special effects. It should

be as simple as possible (Buckingham, 2008).
Table in a text book should follow the best orientation to increase the
understanding level. (Clark, 2012).
Tables should avoid excessive lines and it should follow the heading and
sub-heading style (Buckingham, 2008).
examples of illustrations
Following fig represents the good example of illustration regarding color.
67
Adequate readability due to high value contrast Fig 1
Oval Circle
Inadequate readability due to low value contrast
Oval Circle
Inadequate readability due to patterned background
Circle Circle
(http://www.veer.com/images/pdf/Illustrator_Guidelines.pdf)
z Methodology
Mixed methods approach was used to conduct this research study as:
A survey was conducted through structured questionnaire, developed on 5

point Likert scale. Survey questions will be analyzed the content regarding
text book, clarity of the text and language; organization of subject matter;
comprehensiveness of the subject matter; depth of scientific reasoning
skills and connection between illustrations and subject matter.
Document analysis of the national curriculum for biology-2006 for grades

ix and x was was done to find out the degree of objectives alignment with
subject matter of biology text book (9th & 10th grades) in Baluchistan board.
A focus group discussion was also be conducted to find out the suggestions
for improving the text books as an effective tool in creating students
interest towards science education.
Population of this study will be all the science teachers engaged in teaching
of biology at 9 th & 10 th grades and science students at 9 th and 10 th grades at
secondary public and private sector schools of Quetta city implementing the
science curriculum of Baluchistan board. 16 girls and boys secondary schools (08
male and 08 female) were selected through simple random sampling technique.
20 students from each sample institution (Total = 320) were selected through
simple random sampling technique, 30 biology teachers were selected through
purposive sampling technique, 18 subject specialist, 02 subject expert were also
68
selected through purposive sampling technique Total sample for this research
study was 370. Data analysis of collected data (qualitative & quantitative) was
done. Quantitative data was entered into SPSS and after developing clean datasets,
data was analyzed through descriptive and inferential statistics. ANOVA & T-Test
were used to make inferences. Qualitative data was analyzed in the form of
emergent themes.

Quantitative, qualitative and document analysis was done to analyzed the
content regarding text book, clarity of the text and language; organization of
subject matter; comprehensiveness of the subject matter; depth of scientific
reasoning skills and connection between illustrations and subject matter.
text books, clarity of text and Language

Results of this research study showed that difficult terminologies are used but
they are not well defined and well explained. Explanation of of different
terminolgies are provided in long text form. No heading and sub heding style is
adopted, even different terminologies and important facts are not highligted through
bold writing or in any other way. Little efforts are made to develop interest of the
students by relating the scientific concepts with daily routine life experiences.
Organization of subject Matter

Results showed that different chapters are not organized by considering the
level of difficulty. Most of the difficult chapter are in 9 th grade text book. As
students enter in the world of science loose their interest and try to replace biology
with computer. Poor organization of subject matter also makes it difficult to
develop link among different consecutive concepts.
comprehensiveness of subject Matter

Results showed that level of difficulty is not taken into consideration in
organizing different chapters, even some chapters are more difficult and lengthy.
Equal weightage is not given to different concepts. Specifically chapter 2, level
of organization, encounter all the difficult concepts as cell structure and detail
of cell organells, all internal structures of plants, all systems of frog. Chapter 10,
food and nutrition describes food components just in form of their structures,
photosynthesis (light and dark reactions), structure of teeth, digestive system,
food component in human being as separate heading.
Depth of scientific reasoning skills

Result showed that biology text book (9 th & 10 th grades) do not engage the
69
students in such activities which develop scientific reasoning skills. Science

students are just passive learners. The main reason is that theoretical portion is
very lengthy, and most of the time of the students spend on memorization of the
difficult scientific concepts. Practical work is addedd to the text books but this
practical work does not repalce the value of activities instead it shows the
replication of practical in journal, and it needs apparatus to do. Apparatus cannot
be used in classroom settings. Result showed that teacher feel difficulty in
engaging the students in these practical tasks because of limited time and
physical resources. Their main focus is to cover the lengthy theoretical portion
of the curriculum.
connection between illustrations and subject Matter

Result of this research study showed that most of the illustrations given in
biology text book (9th & 10th grades) are roughly printed and not are in the form
of diagaram. Most of the illustartions are in the form of unlabelld pictures.
Majority of the teachers and students emphasized for improving the quality of
illustrations in such a way that they clarify the concepts rather than create
confusion with the theoretical knowledge of the concepts. Results also indicates
that illustartions are poorly labelled. Which make it useless in clarifying the
different scientific concepts.
recommendations
simplify the content
Content of the biology text books (9th & 10th grades) is written in long text
style which is very difficult for the students of this age level. So there is a greater
need to make the presentation of subject matter in a simple, heading and sub-
heading style. Content just focus on the main concept rather than supporting it
by extra and irrelevant knowledge. This simplification process of the subject
matter will not only reduce the weight of the text book but also increase the
interest of the students towards biological education. Students may choose
biology education as future career.
Organizing the subject Matter by considering the Level of

Difficulty
A difficult concept should be followed by a an easy concept. Not more than
2 difficult concepts are added in a chapter. Each chapter length in the text book
should be of equal sizes, because chapter length has an adverse effect on both
student and teacher minds. If student and teacher panic in the start of the
chapter, they may lose their interest in reading the knowledge in these chapters
body Moreover to reduce the weight of the text book, merge the same concepts
70
in one chapter e.g. concept of cell division in chapter reproduction, present just
basic & brief description of cell organells. Explain different concepts with one
or two examples.
shuffling the Different chapters between 9th & 10th Grades

Concepts included in 9th grade text books are more difficult as compared to 10th
grade text book. So it is recommended to shuffle some of the difficut chapters
from 9th grade to 10th grade text book nd some easy chapter from 10th grade to 9th
grade. For example section 3 classification to 10 th grade text book. Chapters
evaluation, environmental biologyand transpiration to 9 th grade text book.
Moreover, section 3 classification should be reduced in a chapter. Moreover,
Chapters of Life process should be reduced and focused on providing basic and
interesting knowledge about them.
scientific reasoning skills through activities

Simple and interesting activities should be added to the text book to satisfy
students curiosity and develop scientific reasoning skills, objectives of science
education cant be fully achieved. Moreover, activities should be designed in a
way that it realte to the age level, educational bckground and culture of the
students. The information of Brayophytes, trichaeophtes, chordates, vertibrates
etc. should be transferred through field visits and to assess the students
knowledge just give them assignments in which they exhibit their learned
knowledge. This will assist in providing these difficult information in an
interesting way and also make students learning long lasting. Similarly some
other concepts may be choosen for field visits.
Well printed, well labelled and well content associated illustartions

Illustration are the main source to clarify the abstract concepts. Illustrations
bring the differently perceived knowledge on the same track. So it is
recommended to compose the illustrations in a manner which attract the student
interest towards biology education. Moreover, follow the rules of composing the
illustrations and take assistance of experts in this regard. Too much illustrations
may confuse the concepts, so use the diagrams which are necessary and has direct
link with the related concept. Use proper contrast to highlight the heading or sub
headings.
specify teaching Pedagogies

Teaching pedagogies provide a way to communicate the knowledge. So there
is a greater need to introduce the teaching pedagogies in the text book. Biology
teachers have different general and professional qualification and even different
71
teaching experiences. Specification of teaching pedagogies in the text book will

assist all the teachers in communicating the knowledge in the same manner and
all the students are taught by different teachers at different schools will acquire
the knowledge in the same way. Therefore it is recommended here to describe the
teaching pedagogies in the textbook to unify and enhance the teaching learnig
process
social Development through text book

Classrooms are the cradle for social development. And text books are the
commanding source of the classrooms. So the different biological information in
the text book should be linked with social aspects. This will make the text book
more interesting and enable the students to control the problems in future life.
For example, information about addictive drugs may be linked with its antisocial
aspects; knowledge of gene can be linked with its role in ethics transfer; concept
of water may be linked with the demerits of its wastage in daily routine life;
knowledge of all biological concepts can be used to develop love for Allah. And
love for Allah will make the students to obey Allah in every field of life. And
students become socially mature, which is the important mean for social stability
of the society.
Link with assessment/examination Papers

Todays Examinations have become a common threat for the students. Students
get fear of passing in examination. As the biology text book (9th & 10th grades) is
written in long text style, it becomes difficult for students to identify the main
concepts which may be assessed in examinations biology paper. So this text book
should present the content in the manner that it covers and highlights all the
concepts which are given in examination. As paper is divided in objective and
subjective portions, this text book also presents the concepts in this manner. Text
book connection with exam will be helpful in overcoming the examination phobia
and cheating culture among the students.
improve Printing Quality of the text book

A well printed book develops the students attitude towards reading. If book
is well printed students try to read this book and reading habit may contribute in
acquiring the knowledge. Therefore it is recommended to improve the printing
quality of biology textbooks (9th & 10th grades), which in turn will improve the
quality of teaching learning process.
72
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Presented at the World Bank Promotion of Peace and Respect for
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76
Frustration in Pakistani youth due to inadequate

Job Placements
rizwana amin Fodderwala*
abstract
The paper explores prevailing conditions of frustration
amongst the youth of Pakistan due to poverty and
unemployment. The data was analyzed using a qualitative
approach. The objective of this study is to highlight the major
challenges leading to unemployment and also to focus on how
to eliminate frustration from the society as this frustration is
further more leading to criminal activities. To eradicate
frustration from society, one must need to figure out the
drawbacks of inadequate job placements as well as how it
leaves its impacts on society.
Keywords: Frustration, Unemployment, Poverty, Criminal Activities
introduction
Pakistani youth fall into the most productive and energetic category in the
contemporary Pakistani society. Moreover, the population of the world is changed
because of the youth. They are actively involved in society with creativity and
innovative contribution being filled with energy among the inhabitants of the world
with their energetic strength the youth contributes in productivity with constructive
and powerfully active participation. Unfortunately, a large number of them remain
without job seeking position with reference to their qualification and experience.
Therefore, the unemployment among the younger generation is increasing
particularly in developing nation and also in advanced countries. Consequently the
affective strength of the youth is not channelized properly which ultimately leads
them to be a failure in seeking and capturing opportunities when occur.
It is interesting to know that a large contribution in the development and

progress of Pakistan for making a better future could have been in the hands of
the youth but the upper mentioned situation predicts that because of the absence
of youth participation of the country is unable to provide adequate and better life
for its people (Cohen, 2011).
UNDP has explained position of Pakistan in the following words: The

proportion of people under the age of 30 years is 68% of the total population of
__________________________________________________________________________________
*Head, Department of Humanities, Greenwich University, Karachi, Pakistan
77
Fodderwala, R.A.
the country from which 37% youth is illiterate, 71% of youth doesnt receive
career counseling at school, 28% finds curriculum irrelevant to the job market,
47% dont have sports facilities in their localities and 23% youth want to start
their own business but not supported at all (CIA World Fact Book, 2013).
In Pakistan the younger generation (youth) play central role in bringing socio-
political and economic changes. It has been continuously reported by the media
that the rate of crime has been increasing in particularly large cities such as
Karachi and Lahore.
Socially speaking this is very alarming situation in the country, the media
reports also indicate that mostly the youth are involved in such criminal activities
taking place on the streets of the cities. On the other hand the growth of the
population in Pakistan is increasing fast whereas the economic development is in
the stage of stagnation with social decline.
According to the Pakistan Employment Trends 2008: Youth by the ILO,

(CIA World Fact Book, 2013) the Youth in Pakistan also represents a group which
faces severe challenges and disadvantages in the labor market. In recent years,
unemployment, inactivity and difficult employment conditions have hit them hard.
5.6% (2012 est.) 5.6% (2011 est.) lack adequate earnings and productive work
and carry a high risk of economic and social uncertainty. The situation emerging
at the moment as created problem in seeking employment for the youth and
therefore the unemployment rate is increasing fast affecting the socio political
and economic orders of Pakistan society.
In a British Council report by newly founded commission, Ismail (2013)

described that the youth in Pakistan are passing through a frustrating and
dissatisfactory life because of the existing socio-political and economic
conditions. The commission interviewed over 100 younger generations covering
over age group of 20s all over the country and expressed in its report that a
majority of the youth are suffering from frustration because of either
unemployment or under employment. Because of the absence of basic needs to
increase with a rapid change bringing a better standard of education and creating
job markets for this younger generation which are only the instruments that can
bring socio political and economic prosperity in Pakistan.
statement of Problem
Looking at the present condition of the unemployment situation particularly
for the youth in Pakistan it seems important to look into its cause. Unemployment
itself is a serious threat in the human mind leading to frustration because it
78
Frustration in Pakistani Youth due to Inadequate Job Placements
challenges the question of survival for self and support too in growing youths
family on which Pakistani family culturally depends. To study such issue we come
to the following hypothesis to examine the way out for eliminating frustration
from the society particularly with reference to young population.
hypothesis
Presence of unemployment may lead to frustration in youth.
research Objectives
To eliminate unemployment from the society
To make the youth learn identifying the unemployment problems
To look into the eliminating of methods of frustration
significance of the study

Such study will be useful not only for the youth but also the general masses. The
study may leave an impact for further research on the subject. The study may become
a beginning point in presenting larger scale research for Social Science academia.
Literature review
Soomro (2011) believed that youth are very important part of the global
population. He believes that they are most active, diligent, creative, contributive,
innovative and energetic people. However he finds that they are mostly
unemployed though they possess expertise for suitable positions such
unemployment issues are not only in the developing nations because a large
number of cases are found in advance countries also. Pakistan is one of the top
countries of the world where challenges and disadvantages ratio are much higher
in case of youth and employment which has been largely affecting productive
work, economic risk and social uncertainty. Because of high effect of
unemployment the youth in Pakistan are suffering from negativity in life which
creates victimization and adverse issues such as using of drugs, alcohol and
smoking even to the extent of committing suicide. Soomro has made a particular
study on Sindh and has developed a research with reference to the impact of
frustration on society, economy and social uncertainty.
Ismail (2009) found a high level of dissatisfaction and frustration amongst

Pakistani youth. His research is based on Quantitative methods using interview
of over one thousand youth of the country. He finds that most of the youth are
suffering from unemployment mainly because of non-availability of public
services and quality education. He puts emphasis on education development
which according to him could be the most possible source of seeking
79
Fodderwala, R.A.
unemployment in youth. His research is data based. He has analyzed his

hypothesis from percent to percent. He believes that the frustration in youth is in
the higher state. To him this young population can benefit the country if given
proper opportunity of quality education. Moreover he also finds that the
government is responsible for not creating jobs for the younger generation which
has to be done within a decade to prevent massive unemployment.
Arain (2013) noted that in many developing countries the frustration among
youth is growing because of less opportunities and information regarding the
availability of potential employment. Consequently the youth are suffering from
ill health and social, physical and mental disruption. He believes that ultimate
responsibility of such requirements lie on the next generation. Being in the center
portion of bringing socio economic and political changes in Pakistan the youth are
counted as the most significant part of the population mainly because they are
considered to be the most productive and energetic. Since the population ratio
youth has the largest number they are most important aspect of playing
constructive role in the development of Pakistan. Arain believed that although the
youth are suffering with a combination of problem such as unemployment, poverty,
drugs, guns and social taboos. They have been found always in the fore- front of
the movement to bring political change in the society. It means their participation
is very significant and if their frustration is being taken away there is a larger
possibility that Pakistan will lead to change and progress with takeoff speed.
Nazeer (2011) described that question of unemployment among the youth is a

paramount issue in Pakistani society. To him this is a continued problem for the
whole country when the youth are suffering from an employment which has
created frustration among them and has led to many other problems. The
unemployment is increasing in the country rapidly which to him has many causes.
The major fault in his mind is with the bad policies of the government because
the government policy doesnt practically come out with a plan which could give
place to younger generation after completion of their education which ultimately
brings frustration amongst them due to unavailability of jobs. He further believed
that there is a large degree of ignorance among the government officials related
to the increasing issue of unemployment. According to Nazeer that unemployment
issue needs a regular planning but government officials are more interested in
their personal benefits with their vested interests using their powerful authority.
This implies that they are more interested in their personal matters ignoring the
intent of the general masses. Another important issue Nazeer finds is the presence
of his level of competition among the officials themselves who use bribes for
personal benefits at the time of selecting their own favorite candidate ignoring
80
the merits. Such situation even leads to committing of suicide by the youth due
to the high level of frustration or they shift their energy and affectively towards
robbery, crime and other life threatening activities for the masses coming out on
the street for such purposes. In a nut shell Nazeers belief that the bleak social
situation is because of the presence of injustice and corrupt attitude and behavior
of the government officials and employees.
research Method
This research is mainly based on Qualitative method. For this purpose a
descriptive, exploratory, explanatory and correlative methods are used. The
descriptive study helps in going into the socio cultural and historical perspective
of Pakistani youth. The exploratory and explanatory methods help in finding the
causes of frustration related to unemployment and analyzing its impact upon
society. The correlation method helps in finding out new relation between two
variables of unemployment and frustration amongst the youth.
analysis / Discussion
Pakistans population largely consists of Youth (Arian, 2013).The census of
1998 counted 56 million children under the age of 15. There were another 13
million adolescents between the ages of 15 and 19, and 11 million youth aged
between 20 to 24 years. In other words, in 1998, children, the very young and the
youth accounted for 62 million of the total population (Census Report of Pakistan,
1998). Among the 15 largest countries in the world in terms of population size
Pakistan has by far the youngest people. It is unfortunate that a large number of
our population that is the youth being plunged into low level education, without
career counseling, and suffer from poverty and unemployment. Its discomforting
to perceive that so many young, energetic people are not participating in decision
making in our socio political and economic process. This has led to the youths
involvement in hideous and heinous crimes such as political violence, abduction,
domestic burglaries, street crimes, illegal trade, extortion, ethical and religious
violence and human trafficking. These unfortunate activities are not limited here,
in fact the list goes on and on. On top of it there is a concrete negligence on mass
level awareness regarding this existing situation (Farooq, 2011).
According to Mason (2012) Pakistan unfortunately is ranked as the country

with highest crime rates in the world. He believes that the reason behind this crime
rate is indeed an anguished debate. But one can easily predict that this skyrocketing
crime rate can be due to multiple reasons and when narrowing it down, the major
challenges may be economic downfall, rising poverty, inflation, double standards
of the society, social inequality, nepotism, lack of guidance and restless law and
81
Fodderwala, R.A.
order situation. It wont be wrong to predict that people residing in Pakistan are
not safe. Agitation and frustration are seriously prevailing in the country among
the youth and if it is not taken seriously, the situation may lead to disastrous results.
This unfortunate prevailing condition in Pakistan is directly affecting the socio-

political and economic development of the country. Criminal activities that have
emerged, may lead to a height of alarming social chaos due to this frustrating situation.
Pakistan is facing a large number of people being laid off by different industries and
organizations due to the closure of factories and industries for a significant economic
stagnation. There seems to be a correlation between unemployment and frustration
that leads to criminal activities in the society. Correlation creates a situation where
unemployment may lead to crime or crime may cause unemployment. People look
for a secured life and so they are deeply concerned to seek a safe and a protected life
in their socio- political environment. But unfortunately Pakistan is suffering from a
continued criminal situation. Such situation of criminal environment in Pakistan needs
to be investigated by finding out its causes so that we can look for its remedies.
Rationally speaking, youth of Pakistan are of the prime importance for the
countrys development and progress being the future asset of the nation. We have
seen above that our youth is full of energy, innovation, creativity, high hopes and
more promising. They possess real potential to attain their targets and goals.
Today, Pakistani youth of either gender, is brimming with their performance to

pursue in achieving their professional goals but unfortunately they have been failing
in seeking job placements. When it comes to unemployment, nepotism becomes a
stark reality glaring at them though possessing suitable academic qualifications.
Pakistani society in general is blended with favoritism and discrimination, for
example even the job givers prefer today requires graduates of particular, affluent
academic institutions that become a reason of frustration amongst middle class
families. Influential references are required for employment in private and public
organizations. Generally speaking, a large number of youth during their educational
life are dependent on their families and the moment they graduate, they dream with
a great hope to seek a reasonable job for themselves. However, the dilemma remains
the same. Suitable jobs for them are not available without influential references or
approach. They are bypassed by the affluent youth with influential references
crossing the meritorious values leaving behind the deserving candidates.
The above analysis shows that the situation is becoming aggravated day by day
and frustration and poverty are expanding in society among the youth hitting them
with a great magnitude. Consequently, the youth is looking for adopting short cuts
82
to reach their goal- achievements. Short cuts in ones life may be a perilous act as
it may lead to the unfair means of getting the goal achievement. This unfair means
takes an individual to criminal activities to eliminate poverty and have enough
monetary benefits to support his and his familys lives. Hence, talents are being
wasted with such approaches taken into account by the affluent groups of the
society bringing frustration for the large number of youth of the country. Its remedy
may be found through bringing change in our social value system.
Unemployment leads to poverty and poverty may lead to crimes. Crime is

generally committed by a person because of mental stress. However, greed of
wealth may also be a greater cause of criminal activities. The stigma to
accumulate more wealth may tend to exploit the legal system in a way that people
commit it through political parties, law enforcement agencies or administrative
power holders. However, considering poverty as one of the major factors may not
be avoided. When poverty prevails in a system due to unemployment then it leads
to criminal activities which become inevitable. An English proverb states a
hungry man is an angry man and it is evident in our society today, hunger and
poverty creates a low level of tolerance. Needless to say, anxiety, frustration,
poverty and hunger are the bare facts of unemployment.
conclusion
Pakistan is a diversified society and so is its youth. Our youth are divided along
ideological, educational, geographical and occupational lines but they do share some
common traits. Those common traits are enthusiasm to raise, to shine and to bring a
change in the society. Uplift in educational system and economy of the country may
bring this change. Change and progress go hand in hand. If unemployment will
remain a central problem then boosting up the economy will surely be a major
obstacle as not only resources will be wasted but also there will be no income. This
economic distress will spill over youths sentiments and their family life.
For the survival of a country, unemployment may be an alarming tone. The

point can be proved with the fact that often in Pakistan we hear a familys head
murdering his entire family because of economic pressures or the increased ration
in mental and physical illness. Divorce rates go high due to unemployment, reason
being unable to solve the financial problems.
The problem of unemployment is getting acute day by day. We may consider

the gigantic rise population as one of its factor. However, unless proper steps are
not taken for the youth to wriggle out of this problem, our society will keep on
witnessing this dreadful increase in crime cue to anxiety and frustration.
83
Fodderwala, R.A.
references
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being-poor-in-pakistan/
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Youth. Retrieved from www.wsws.org/en/articles/2009/12/paki-d09.html
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http://nayyab.wordpress.com/2010/01/28/increasing-crime-rate-in-
pakistan/
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http://www.pakistantoday.com.pk/2011/07/06/business/unemployment-
crime-the-link-within/
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articles/article.aspx?id=4817
84
impact of Mentoring on teachers Professional

Development: Mentees Perceptions
shah syed Manzar-abbass*, nazir ahmed Malik**,
Muhammad ajmal Khurshid*** and sajad ahmad****
abstract
The study investigated mentees (primary school teachers)
perceptions about impact of mentoring on their professional
development. The study further explored differences
between male and female mentees perceptions about impact
of mentoring on their professional development. Overall
313 mentees (Male = 139, Female = 174) participated in
the survey. The survey was based on mentoring indicators
given in the Mentoring Visit Form (MVF) used by the
District Teacher Educators for the assessment of mentees.
Mentees perceived that mentoring was sufficiently effective
in developing their skills of writing diary, assigning
homework, planning and presenting lessons, and interacting
with students but ineffective in improving skills of using
audio-visual aids, applying strategies of activity-based
teaching, assessment strategies, and classroom
management. Special workshops were recommended to
enhance the mentees skills in the identified areas.
Investigation about whether mentors neglect these areas
while mentoring or they are themselves weak in above
mentioned areas was also recommended.
Keywords: Mentees, Mentors, Mentoring, Mentoring Visit Form (MVF), Primary School Teacher
(PST), Professional Development
introduction
Teacher is called the change agent, who plays a fundamental role in nation
building. Students learning and achievements can be enhanced through quality
teaching and a very strong challenge for Pakistan is to improve its teaching
force. So, it is the dire need of the time that teachers extension, preparation,
and their professional development should be given importance (UNESCO-IIEP,
__________________________________________________________________________________
*Assistant Professor, Lahore Leads University, Lahore
**Assistant Professor, The University of Lahore, Chanab Campus, Gujranwala
***Assistant Professor, University of Engineering and Technology, Lahore
****M.Phil. Scholar, Lahore Leads University, Lahore
85
Abbass, S.S.M, Malik, N.A., Khurshid, M.A. and Ahmad, S.
2004, p.5). Now-a-days, teachers professional development is regarded as an

essential part of teacher education (Doyle, 1990). It is also known as an
important source to enhance teachers professional competencies (Borko &
Putnam, 1995). Ultimate function of teachers professional development is to
enhance students outcomes (Darling, 1997; Guskey, 2000). Therefore, teachers
should be aware of their continuous professional development for keeping their
knowledge up to date about the changes emerging in the education system
(Aminudin, 2012).
Many stakeholders can play their crucial role to improve teachers

effectiveness, but perhaps the head teacher and their colleagues can best guide
for the teachers. Literature refers to this help and guidance to colleagues as
mentoring (Hdiggui, 2006). All over the world learning to teach is generally a
well-known process that involves preparation of teachers, orientation and
mentoring of teachers, on the job learning and continuous professional learning
(Darling-Hammond, & Sykes, 1999; Day, 1999; Feiman-Nemser, 2001;
Committee for the Review of Teaching and Teacher Education, 2003). Teachers
have to face a lot of challenges during their services. Emerging challenges and
competitiveness need necessary amendments in the curriculum. To meet these
challenges teachers need support and guidance from the government.
Government of Punjab (Pakistan) took an initiative of the Punjab Education

Sector Reform Program (PESRP) in 2003 (Mahmood & Azhar, 2013). Quality
education was focused by the government with seven key indicators a) Early
Childhood Education b) The Child Friendly Schools c) Curriculum Reforms d)
English Medium School Initiative e) Continuous Assessment of Students
Learning f) Continuous Professional Development (CPD) Framework g) School
Reform Roadmap (DSD, 2014). Continuous Professional development of
teachers is one of the key initiatives of quality education taken by government
of the Punjab.
The DSD has taken many steps to improve teachers quality, among them a
very important initiative was selection of new cadre of District Teacher Educator
(DTE) from already working force of teachers. Their duty is to provide friendly
help, guidance, counseling with feedback which is called mentoring. Mentoring
became an effective device for the professional development of teachers (Akhlaq,
Iqbal, Jumani, & Chishti, 2015). It was focused in the plan that target of quality
education can be achieved by enhancing the professional competencies of
teachers (DSD, 2007). DSD developed a design of continuous professional
development (CPD) for primary school teachers. The design was comprised of
86
Impact of Mentoring on Teachers Professional Development
some important elements that were included first time in teachers professional
development i.e. In-service training of teachers with follow-ups, support for
teacher in the class, mentoring, accountability, incentives, and teacher lifelong
development (Akhlaq, Iqbal, Jumani, & Chishti, 2015).
According to Allen and Day (2002), mentoring is more effective when it is

linked to real needs identified through research under the umbrella of
professional development programs (Akhlaq, Iqbal, Jumani, & Chishti, 2015).
So, to achieve the targets, DSD decided to arrange the CPD activities at district
level. For this purpose every district has been divided into subunits called Cluster
Training & Support Centre (CTSC) (DSD, 2007). The concept of clustering seeks
to bring together a group of 25-30 primary schools located within a radius of 15
kilometers catchments radius has been followed to ensure the mobility of
trainers. CTSCs were established within the premises of already existing Higher
Secondary Schools or Secondary schools in all the districts of Punjab. If an area
is lacking the requisite number of Secondary or Higher Secondary schools,
CTSCs can be located in Middle Schools or other suitable premises. All CTSCs
are supervised by the Headmasters of the host schools, who are designated as
CTSC Head, supported by one or more DTEs responsible for CTSC related
activities. This approach aims to build a professional development support
system for PSTs designed around their actual needs and experiences. Objective
of this approach was to develop a support system for primary school teachers
according to their needs.
Objectives of the study

Objectives of the study were to:
1. Investigate mentees perceptions about the impact of mentoring on their
professional development.
2. Explore the gender-wise differences in mentees perceptions about impact

of mentoring on their professional development.
null hypothesis
The following Null Hypothesis was formulated for the study:
There is no significant difference between the perceptions of male and female

mentees about the impact of mentoring on their professional development.
The mean scores of male mentees are not equal to the mean scores of female
mentees on about the impact of mentoring on their professional development.
87
Methodology
Participants and Procedure of the study
All the PSTs working in government primary schools or primary section of
elementary and secondary schools in fifty four CTSCs of district Mianwali were
the population of the study. All the PSTs have been termed as mentees in this
study. For the selection of mentees, the population was divided into three strata
based on subdivisions of the district; Tehsil Isakhel, Tehsil Mianwali, and Tehsil
Piplan. At the second stage, thirty teachers from each cluster were selected
randomly by using equal allocation random sampling technique. Fifty percent
male and fifty percent female teachers were included in the sample. The detail of
sampled clusters and mentees has been given in Table 1.
Table 1
Frequency distribution of Sampled Clusters and Mentees
sampled Mentees
name of tehsil total clusters sampled clusters
@ 30/ cluster
Isakhel 13 3 90
Mianwali 26 5 150
Piplan 15 3 90
total 54 11 330
instrumentation
Five point Likert Scale was used as a research instrument, which was named
Mentees Perception Scale (MPS). A questionnaire is a written document
containing statements or questions that are used to obtain subjects perceptions,
attitudes, beliefs, value perspectives and other traits (McMillan, 2012, p. 154).
The most extensively used type of questionnaire is Likert Scale (p. 154).
The questionnaire was divided into two sections: section A, and section B.
Section A comprised of demographic information about the respondents such as
gender, age, qualification, experience, etc. Section B consisted of the statements
demanding responses over five point Likert Scale. In this section the statements
were included regarding nine indicators of MVF provided to mentors for PSTs
evaluation and mentoring by DSD. In this form indicators are categorized in three
parts (pre-instructions, during-instructions, and post-instructions). Teacher dairy
and assigning & checking of written work are indicators of pre-instruction; Use
of academic calendar, activity based learning and teaching, Use of audio-visual
aids, and students assessment are indicators of during-instruction; and post-
instructions indicators consisted of lesson planning and presentation, student
interaction, and classroom management.
88
Validity and reliability

Instrument was validated through three experts opinion and piloting the
instrument in the field. Instrument was piloted on twenty mentees. Internal
consistency was determined by calculating Cronbachs Alpha using SPSS 21.
The value of Cronbachs Alpha was 0.95 for the MPS which was greater than
the benchmark of 0.75 (Field, 2009). After the results of experts opinion, pilot
study, and finding out internal consistency, instrument was finalized to conduct
the study.
Data analysis
indicator-wise Date analysis of Mentees Perceptions
Mentees perceptions were analyzed by using frequencies, percentage, mean
score, and standard deviation. Results are discussed according to pre, during, and
post-instruction indicators.
Pre-Instruction Indicators
Pre-instruction indicators consist of two variables, teacher diary and assigning and
checking of homework. Results of mentees perceptions have been shown in Table 2.
Table 2
Mentees perceptions about Pre-Instruction Indicators
Variables sa a u Da sD M SD
Maintaining teacher dairy regularly 100 94 2 105 12 3.53 1.34
Assigning and checking homework daily 96 99 1 87 30 3.46 1.41
Following parameters of homework assignment 93 99 4 87 30 3.44 1.41
The table reflects that the 32% (100) of mentees were strongly agreed while
30% (94) of mentees agreed that they maintain teachers diary regularly due to
their mentoring with mean score of 3.53 and standard deviation of 1.34. Further
table shows that 33% mentees were disagreed with the statement.
Table further reveals that 31% mentees (M = 3.46, SD = 1.41) were strongly
agreed and 32% were agreed that they assign and check homework on daily basis
and 62% mentees were agreed that they follow parameters of assigning and
checking of homework due to mentoring with the mean score of 3.44 and standard
deviation of 1.41.
During-Instruction Indicators
During-instruction indicators consist of four variables, SLO, activity based
teaching and learning, audio visual aids, and students assessment.
89
Table 3
Mentees perceptions about During-Instruction Indicators
Variables sa a u Da sD M SD
Use of academic calendar in improved way 98 105 6 63 41 3.50 1.44
Planning lesson according to schedule 91 89 13 90 30 3.39 1.41
Use of instructional strategies 76 100 0 97 40 3.24 1.44
Applying techniques of activity-based teaching 126 45 2 78 62 3.30 1.65
Activity-based teaching a useful technique 120 57 63 44 29 3.62 1.36
Mentors help during activity-based teaching 15 50 10 127 111 2.14 1.20
Teachers ability to prepare A.V aids 57 50 4 122 80 2.62 1.47
Teachers want to learn prepare A.V aids 105 48 5 101 54 3.16 1.58
Engaging students in A.V aids development 15 50 4 131 113 2.12 1.20
Teachers willingness about assessment techniques 15 54 3 130 111 2.14 1.21
Administering surprise test in class 122 96 8 48 39 3.68 1.43
Table shows that 31% mentees (M = 3.50, SD = 1.44) were strongly agreed
while 33% were agreed that they have started to use academic calendar in an
improved way. Data reveals that 13% and 21% of mentees were strongly disagreed
and disagreed respectively with the statement, 29% mentees (M = 3.39, SD = 1.41)
were strongly agreed and 28% were agreed that they plan lesson according to
mentioned schedule. Further data reflects that 29% mentees were disagreed with
the statement, and 24% mentees were strongly agreed and 32% of mentees were
agreed that they use instruction strategies mentioned in academic calendar due to
mentoring while 31% of mentees were disagreed with the statement with mean
score of 3.24 and standard deviation of 1.44.
Table illustrates that 53% mentees (M = 3.30, SD = 1.65) were agreed that they
apply techniques of activity based learning and teaching, 56% mentees (M = 3.62,
SD = 1.36) were agreed that they have found activity based method more useful due
to mentoring, and 76% mentees were disagreed that their mentors help them to
overcome difficulties during activity based teaching and learning with the mean score
of 2.14 and standard deviation of 1.20. Table reflects that 65% mentees (M = 2.62,
SD = 1.47) were disagreed that they are able to prepare low/no cost audio visual aids
due to mentoring, 49% mentees (M = 3.16, SD = 1.58) agreed that they started to
learn developing low/no cost audio visual aids due to mentoring, and 78% mentees
were disagreed that they engage students in developing low/no cost audio visual aids
due to mentoring with mean score of 2.12 and standard deviation of 1.20.
Table reveals that 77% mentees (M = 2.14, SD = 1.21) were disagreed that
they are motivated to learn assessment techniques due to mentoring, and 70%
90
mentees were agreed that they surprise tests and quiz in the class due to
mentoring with mean score of 3.68 and standard deviation of 1.43.
Post-Instruction Indicators
Post-instruction indicators consist of three variables, adherence to lesson plan,
student interaction, and classroom management.
Table 4
Mentees perceptions about Post-Instruction Indicators
indicators sa a u Da sD M SD
Presentation of lesson according to plan 189 45 2 61 16 4.05 1.36
Example of students interaction by mentor 15 50 6 129 113 2.12 1.20
Motivation about methods of student interaction 15 53 3 131 111 2.14 1.21
Encouraging students while asking questions 186 54 8 48 17 4.10 1.31
Use of daily life experiences during interaction 136 93 9 58 17 3.87 1.30
Students attention in classroom 165 79 7 47 15 4.06 1.26
Use of better classroom management techniques 34 92 0 97 90 2.63 1.43
Maintaining classroom norms 21 82 0 129 81 2.47 1.30
Table reflects that 60% mentees were strongly agreed that they present lesson
according to lesson plan due to mentoring with mean score of 4.05 and standard
deviation of 1.36. Table also reveals that 77% mentees (M = 2.12, SD = 1.20)
were disagreed that mentors give practical examples of students interaction while
mentoring teachers, 77% mentees (M = 2.14, SD = 1.21) were disagreed that they
are motivated to adopt best methods of student interaction due to mentoring, 76%
mentees (M = 4.10, SD = 1.31) were agreed that they encourage students while
asking questions due to mentoring, and 73% mentees were agreed that they use
daily life experiences during student interaction due to mentoring with the mean
score of 3.87 and standard deviation of 1.30.
More over the table reflects that 78% mentees (M = 4.06, SD = 1.26) were
agreed that they make it possible that every student is working and attentive due
to mentoring, 60% mentees (M = 2.63, SD = 1.43) were disagreed that they sue
better classroom management techniques due to mentoring, and 67% mentees
disagreed that they start to maintain the classroom norms with the mean score of
2.47 and standard deviation of 1.30.
Gender -wise Data analysis of Mentees Perceptions

Independent sample t-test was used to compare the mean of male and female
mentees perceptions. In the study there were 45% (139) male and 55% (174) female
mentees. Data were analyzed according to pre, during, and post-instruction indicators.
91
Pre-instruction indicators
Pre-instruction indicators consist of two variables, teacher diary and assigning
and checking of homework.
Table 5
Pre-instruction Indicators
Variables Gender n M SD df t p
Male 139 3.21 1.31
Maintaining teacher dairy regularly 311 3.74 0.00
Female 174 3.77 1.30
Male 139 3.43 1.37
Assigning and Checking homework daily 311 0.31 0.75
Female 174 3.48 1.44
Male 139 3.40 1.36
Following parameters of assignment 311 0.42 0.67
Female 174 3.47 1.44
The data illustrates that both the female (M = 3.77; SD = 1.30) and male (M =
3.21; SD = 1.31) mentees agreed that due to mentoring teachers maintain teacher
dairy regularly, but the level of agree of female respondents were significantly
higher than that of the male respondents, t (311) = 3.74, p = 0.00.
The data further reveals that both the female (M = 3.48; SD = 1.44) and male
(M = 3.43; SD = 1.37) mentees agreed that due to mentoring teachers assign and
check homework on daily basis, but the level of agree of female respondents were
slightly higher than that of the male respondents, t (311) = 0.31, p = 0.75. The
data revealed that both the female (M = 3.47; SD = 1.44) and male (M = 3.40; SD
= 1.36) mentees agreed that due to mentoring teachers follow parameters of
assigning and checking of homework, but the level of agree of female respondents
were slightly higher than that of the male respondents, t (311) = 0.42, p = 0.67.
During-instruction indicators
During-instruction indicators consist of four variables, SLO, activity based
teaching and learning, audio visual aids, and students assessment.
Table 6
During-Instruction Indicators
statement Gender n M SD df t p
Male 139 3.40 1.44
Use of academic calendar 311 1.05 0.29
Female 174 3.57 1.43
Male 139 3.31 1.35
Planning lesson according to schedule 311 0.78 0.43
Female 174 3.44 1.44
Male 139 3.18 1.39
Use of instructional strategies 311 0.57 0.56
Female 174 3.28 1.46
92
Applying techniques of activity base Male 139 3.04 1.60

311 2.53 0.01
teaching Female 174 3.51 1.65
Male 139 3.44 1.29
Activity base teaching a useful technique 311 2.08 0.03
Female 174 3.76 1.39
Mentors help during activity base Male 139 2.17 1.21
311 0.51 0.60
teaching Female 174 2.10 1.19
Male 139 2.51 1.46
Teachers ability to prepare A.V aids 311 1.20 0.22
Female 174 2.71 1.47
Male 139 2.95 1.55
Teachers want to learn prepare A.V aids 311 2.01 0.05
Female 174 3.31 1.57
Male 139 2.13 1.20
Engaging students to develop A.V aids 311 0.28 0.77
Female 174 2.09 1.19
Teachers willingness about assessment Male 139 2.17 1.23
311 0.47 0.63
techniques Female 174 2.11 1.20
Male 139 3.66 1.44
Taking surprise test in class 311 0.16 0.87
Female 174 3.69 1.43
The data revealed that both the female (M = 3.57; SD = 1.43) and male (M = 3.40;
SD = 1.44) mentees agreed that due to mentoring teachers use academic calendar in
an improved way, but the level of agree of female respondents were slightly higher
than that of the male respondents, t (311) = 1.05, p = 0.29. The female (M = 3.44; SD
= 1.44) and male (M = 3.31; SD = 1.35) mentees agreed that due to mentoring teachers
plan lesson according to mentioned schedule, but the level of agree of female
respondents were slightly higher than that of the male respondents, t (311) = 0.78, p =
0.43. Further the data revealed that both the female (M = 3.28; SD = 1.46) and male
(M = 3.18; SD = 1.39) mentees agreed that due to mentoring teachers use instructional
strategies mentioned in academic calendar, but the level of agree of female respondents
were slightly higher than that of the male respondents, t (311)= 0.57, p = 0.56.
The data more illustrates that both the female (M = 3.51; SD = 1.65) and male (M =
3.04; SD = 1.60) mentees agreed that due to mentoring teachers apply techniques of activity
based learning and teaching, but the level of agree of female respondents were significantly
higher than that of the male respondents, t (311) = 2.53, p =0.01. The data revealed that both
the female (M = 4.76; SD = 1.39) and male (M = 3.44; SD = 1.29) mentees agreed that due
to mentoring teachers have found activity based method more useful, but the level of agree
of female respondents were significantly higher than that of the male respondents, t (311) =
2.08, p =0.03. The data revealed that both the female (M = 2.10; SD = 1.19) and male (M =
2.17; SD = 1.21) mentees disagreed that mentors help teachers to overcome difficulties
during activity based teaching and learning, but the level of agree of male respondents were
slightly higher than that of the female respondents, t (311) = 0.51, p =0.60.
93
The data illustrated that both the female (M = 2.71; SD = 1.47) and male (M = 2.51;
SD = 1.46) mentees disagreed that due to mentoring teachers are able to prepare low/no
cost audio visual aids, but the level of disagree of female respondents were slightly higher
than that of the male respondents, t (311) = 1.20, p = 0.22. The data revealed that the
female (M = 3.31; SD = 1.57) mentees agreed that due to mentoring teachers started to
develop low/no cost audio visual aids and male (M = 2.95; SD = 1.55) mentees disagreed
that due to mentoring teachers started to develop low/no cost audio visual aids, t (311) =
2.01, p = 0.04. The data revealed that both the female (M = 2.09; SD = 1.19) and male
(M = 2.13; SD = 1.20) mentees disagreed that due to mentoring teachers engage students
in developing low/no cost audio visual aids, but the level of disagree of male respondents
were slightly higher than that of the female respondents, t (311) = 0.28, p = 0.77.
The data further shows that both the female (M = 2.11; SD = 1.20) and male (M = 2.17;
SD = 1.23) mentees disagreed that due to mentoring teachers show willingness to learn
assessment techniques, but the level of disagree of male respondents were slightly higher
than that of the female respondents, t (311) = 0.47, p = 0.63. The data revealed that both the
female (M = 3.69; SD = 1.43) and male (M = 3.66; SD = 1.44) mentees agreed that due to
mentoring teachers take surprise tests and quiz in the class, but the level of agree of female
respondents were slightly higher than that of the male respondents, t (311) = 0.16, p = 0.87.
Post-instruction indicators
Post-instruction indicators consist of three variables, adherence to lesson plan,
students interaction, and classroom management.
Table 7
Post-Instruction Indicators
statement Gender n M SD df t p
Male 139 4.03 1.32
Presentation of lesson according to plan 311 0.21 0.83
Female 174 4.06 1.40
Example of students interaction by Male 139 2.16 1.21
311 0.58 0.56
mentor Female 174 2.08 1.19
Motivation about methods of student Male 139 2.17 1.22
311 0.55 0.57
interaction Female 174 2.10 1.19
Encouraging students while asking Male 139 4.10 1.19
311 0.02 0.98
questions Female 174 4.09 1.39
Use of daily life experiences during Male 139 3.71 1.19
311 1.89 0.05
interaction Female 174 3.99 1.36
Male 139 4.04 1.16
Students attention in classroom 311 0.22 0.82
Female 174 4.07 1.33
Use of better classroom management Male 139 2.71 1.45
311 0.94 0.34
techniques Female 174 2.55 1.41
Male 139 2.60 1.34
Maintaining classroom norms 311 1.67 0.09
Female 174 2.35 1.26
94
The data revealed that both the female (M = 4.06; SD = 1.40) and male (M =
4.03; SD = 1.32) mentees agreed that due to mentoring teachers present lessons
according to lesson plan, but the level of agree of female respondents were
slightly higher than that of the male respondents, t (311) = 0.21, p =0.83.
The female (M = 2.08; SD = 1.19) and male (M = 2.16; SD = 1.21) mentees

disagreed that mentors give practical example of student interaction while mentoring
the teachers, but the level of disagree of male respondents were slightly higher than
that of the female respondents, t (311) = 0.58, p = 0.56. Further the data revealed that
both the female (M = 2.10; SD = 1.19) and male (M = 2.17; SD = 1.22) mentees
disagreed that due to mentoring they get motivated to adopt best methods of student
interaction, but the level of disagree of male respondents were slightly higher than that
of the female respondents, t (311) = 0.55, p = 0.57. The data illustrated that both the
female (M = 4.09; SD = 1.39) and male (M = 4.10; SD = 1.19) mentees agreed that
due to mentoring teachers encourage students while asking questions, and the level of
agree of both respondents were about similar, t (311) = 0.02, p = 0.98. The data revealed
that both the female (M = 3.99; SD = 1.36) and male (M = 3.71; SD = 1.19) mentees
agreed that due to mentoring teachers use daily life experiences during student
interaction, but the level of agree of female respondents were significantly higher than
that of the male respondents, t (311) = 1.89, p = 0.05.
The data showed that both the female (M = 4.07; SD = 1.33) and male (M = 4.04; SD
= 1.16) mentees agreed that due to mentoring teachers make it possible that every student
is working and attentive, but the level of agree of female respondents were slightly higher
than that of the male respondents, t (311) = 0.22, p = 0.82. The data illustrated that both the
female (M = 2.55; SD = 1.41) and male (M = 2.71; SD = 1.45) mentees disagreed that due
to mentoring teachers start to use better classroom management techniques, but the level
of disagree of male respondents were slightly higher than that of the female respondents, t
(311) = 0.94, p = 0.34. The data revealed that both the female (M = 2.35; SD = 1.26) and
male (M = 2.60; SD = 1.34) mentees disagreed that due to mentoring teachers start to
maintain the classroom norms, but the level of disagree of male respondents were slightly
higher than that of the female respondents, t (311) = 1.67, p = 0.09.
Discussions
The objectives of the study were about mentees perceptions regarding impact
of mentoring on teachers professional development. The discussions were
categorized according to (pre, during, and post-instruction) indicators. Difference
between male and female mentees perceptions were also discussed in this regard.
Pre-instruction Indicators
Teacher diary, and assigning and checking of homework are pre-instruction indicators.
95
First variable of pre-instruction indicators was teacher diary. The results

revealed that majority of mentees, especially female mentees showed high level
of agreement that they had started to maintain teacher diary regularly due to
mentoring. It indicates that mentoring had positive impact on their professional
development regarding maintaining teacher diary regularly.
The second variable of pre-instruction indicators was assigning and checking of

homework. Mentees perceived that they had started to assign and check homework
on daily basis, and following the parameters of assigning and checking of homework
due to mentoring. Level of agreement of female mentees perceptions about
maintaining diary was significantly higher than that of male mentees perceptions.
During-instruction Indicators
During-instruction indicators were consisting of four variables: SLO
(Academic calendar), activity based teaching and learning, use of audio-visual
aids, and student assessment.
First variable of during-instruction indicators was academic calendar.

Mentees perceived that they started to use academic calendar in an improved way,
planning lessons according to mentioned schedule in academic calendar and use
of instructions mentioned in academic calendar. A study conducted by Akhlaq and
his companions in 2015 also confirmed the results of this study. There was no
significant difference between male and female mentees perceptions.
Second variable of during-instruction indicators was activity based teaching and

learning. Mentees perceived that they started to apply techniques of activity based
teaching, also activity based teaching method is considered as best method, further mentees
perceived that mentors dont help them to overcome difficulties during activity based
method while mentoring. The level of agreement of female mentees perceptions were
significantly higher than that of male mentees perceptions about applying techniques of
activity based teaching and activity based method as a useful method, but no significant
difference about male and female mentees perceptions was found regarding mentors help
to overcome difficulties while applying method of activity based teaching and learning.
Third variable of during-instruction indicators was use of audio-visual aids.

The mentees perceived that they are not able to prepare low/no cost audio visual
aids due to mentoring but they have started to prepare such material and they
dont engage students to prepare low/no cost support material. Female mentees
perceived that they started to prepare low/no cost support material while others
showed disagreement in this regard. It shows that mentoring had no impact on
teachers professional development regarding use of audio-visual aids, and Audio-
96
visual aids are used to improve and retain the information; they also enhance the
student understanding of strange thing (Thornburry, 2002).
The fourth variable of during-instruction indicators was student assessment.

According to mentees perceptions, they dont show willingness to learn assessment
techniques but they have started to take surprise tests and quiz in class in the result of
mentoring. The male and female mentees have positive response in this regards.
Post-instruction indicators
Post-instruction indicators were comprised of three variables: adherence to
lesson plan, interaction with students and classroom management.
First variable of post-instruction indicators was adherence to lesson plan.

The results revealed that teachers started to present lesson according to lesson plan.
Gender-wise mentees perceptions have no significant difference in this regard.
Second variable of post-instruction indicators was student interaction.

According to mentees perceptions, mentors dont give practical example of
student interaction while mentoring the teachers. Further mentees perceived that
they had not got motivated to adopt best methods of student interaction due to
mentoring. Mentees agreed that they encourage students while asking questions,
and use daily life experiences during student interaction. There was no significant
difference found between male and female mentees perceptions in this regard. A
study conducted by Bresnahan (2011) confirmed the results of present study that
mentoring was helpful to enhance the communication skills of mentees. Similarly
in their study (Akhlaq et. al., 2015) also found that mentoring had improved the
teachers skill of communication with students.
The third variable of post-instruction indicators was classroom management.

According to mentees, they made it possible that every student is attentive and
working. There was no significant difference found between male and female
mentees perceptions in this regard.
conclusion and implications

Mentees had the view that mentoring had positive impact on their professional
development regarding pre-instruction indicators (teacher diary and homework
assignment). They agreed that they had started to maintain teacher diary. But
female mentees level of agreement was significantly higher than that of males.
For homework assignment mentees had the view that they followed parameters
of assigning homework while assigning in the result of mentoring.
About during-instruction indicators (use of academic calendar, application of

97
activity based techniques, use of audio-visual aids, students assessment), mentees

declared that they started using academic calendar and started to apply techniques
of activity based teaching but they negate the role of mentors in helping them to
overcome difficulties in applying activity based techniques. The mentees further
opined that they were not able to use audio visual aids during teaching but they
had started to learn using audio visual aids. Moreover, mentees declared that they
were not willing to learn assessment techniques.
For the post-instruction indicators (adherence to lesson plan, student interaction,

and classroom management), mentees gave opinion that they presented lesson
according to plan. Mentors didnt give practical example of student interaction and
they were not motivated to adopt best method of student interaction. But mentees
encouraged student for asking questions in the class and they use daily life example to
engage students in lesson. For third post-instruction indicator (class room management)
they had the view that they made it possible that every student is attentive during lesson
but they disagreed that they started to use better classroom management techniques
and maintaining classroom norms because to mentoring.
recommendations
According to mentees, they are weak in assessment strategy. It is strongly
recommended that DSD may focus to arrange trainings for developing mentees
assessment skills. Mentors training may be managed according to the mentees need,
i.e. effective use of audio visual aid to support lesson presentation. Mentors may be
encouraged to ensure the use of teaching kits and teacher guides in the schools which
may increase the students interest and performance. Head teachers, TEs, CTSC heads
may focus on effective utilization of support material provided by DSD.
The mentees may be trained for activity based teaching and learning. Mentors
may be encouraged to ensure that teachers should follow and effective utilization
of mentioned activities in the text books as well as teacher guides. Further
research is required in these areas to confirm findings of this study.
The head teachers, TEs and CTSC heads may also perform their role and give
practical example of student interaction to teachers as well as mentors. For better
classroom management, head teachers may play their role, on the professional
development days CTSC heads may facilitate teachers to learn better classroom
management techniques. DSD should arrange the trainings for mentors that help
them to develop teachers professionally.
Another study by collecting mentors perceptions is recommended to find the

facts regarding impact of mentoring on teachers professional development.
98
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understanding cyber bullying in Pakistani context:

causes and effects on young Female university
students in sindh Province
habibullah Magsi*, nadia agha** and inayatullah Magsi***
abstract
This research was carried out to explore how female university
students suffer from cyber bullying within their campuses. The
data for this study was collected from 120 female students at
four universities in Sindh province of Pakistan. The results
show that the female students were threatened and blackmailed
frequently in the university campuses. While, 45 percent of the
students did not disclose such incidents to their families
because of the fear of being considered immoral. Therefore,
young women prefer to suffer in silence, which not only
discourages the students to use cyber spaces freely, but also
disturbs their academic life. Furthermore, the findings
unveiled that the female students not only lacked trust in the
law enforcement agencies, but were also ignorant to the
current laws against cyber harassment. Therefore, it is
suggested that the universities should organize awareness
campaigns as well as introduce a separate body to prevent
cyber stalking of young women at the country level.
Keywords: Cyber bullying, Harassment, Female students, Sindh, Pakistan
introduction
Cyber or online bullying is a kind of abuse and stalking through electronic
communication in which a person is threatened and intimidated. Online harassment
can take several forms such as sending abusive emails, threatening, blackmailing,
spamming (Ellison & Akdeniz, 1998). The majority of cybercrime victims are
women, suggesting that this phenomenon is uniquely gendered (Olumide, Adams,
& Amodu, 2015). It affects them profoundly increasing their chances of further
exploitation that may lead them to commit suicide (Citron, 2009).
Technological advances in the cyber world are fast spreading in Pakistan. The
use of social media has become necessary nowadays; Facebook, Twitter,
__________________________________________________________________________________
*Associate Professor of Agril. Economics, Sindh Agriculture University Tandojam, Pakistan
**Assistant Professor of Gender Studies, Shah Abdul Latif University Khairpur, Pakistan
***Lecturer of Pakistan Studies, IBA-Community College Khairpur, Pakistan
103
Magsi, H., Agha, N. and Magsi, I.
WhatsApp, Viber and Instagram are popular social media influencing the youth
of Pakistan. However, the popularity of social media has also increased the risks
that are accompanied with the technological advances one of them being cyber
harassment of women. Cyber harassment of women in Pakistan is a comparatively
recent phenomenon that greatly impacts women yet often goes unreported
(Memon et al., 2015). Traditionally Pakistani women have been harassed through
indirect communication, but the use of prevalent social media has added more
pain to their lives (Magsi, Sahito & Magsi, 2016). Cyber harassment,
blackmailing and extortions are becoming a pervasive problem in which the worst
victims are women (Shahid, 2014).
Of all the internet users in Pakistan, over 65 percent are aged between 18-29
years and women in this figure stand unprotected and vulnerable (Bandial, 2015).
Unfortunately, there is no strict check on the popular social media; people often
abuse celebrities and leaders openly, access to personal material such as photos
and documents is not restricted, and anyone can be humiliated in the name of
religion, caste and creed (Shahzad et al., 2015). Pakistan is a deeply patriarchal
society (Agarwal, 1994; Dube, 1998; Jejeebhoy & Sather, 2001; Therborn, 2004)
and there are several barriers for women to access justice, whether it is rape,
domestic violence or cyber harassment (Niaz, 2003; Zaman & Zia, 2012).
Womens weak social status in the society may exacerbate the harassment over a
longer period of time. Reports suggest that cyber harassment has increased
significantly in Pakistan and perpetrators can escape easily; most of the attempts
are anonymous, women are unwilling to report the crime and rely on ignoring it
(Shahid 2014; Bandial, 2015).
According to Shahid (2014), cyber harassment in Pakistan is usually prevalent

among the students in higher education. Therefore, it is important to investigate
this issue further on this level in order to explore to what extent young female
students suffer the harassment. The present study examines the nature of cyber
harassment and the extent to which female students at the universities of Sindh
are stalked. The existing studies suggest that much research is needed to
investigate why social media is used to harass women and why women fail to
report such crimes that ruin their life. We are interested to explore how often
women experience cyber harassment at some point in their academic life, what is
their reaction to the harassment and how this harassment impacts them.
Methodology
For this qualitative research on cyber bullying in universities of Sindh
(Pakistan), we selected four universities of Sindh province, Shah Abdul Latif
104
Understanding Cyber Bullying in Pakistani Context
Univesity Khairpur, Quaid-e-Awam University of Engineering, Science and

Technology Nawabshah, Sindh Agriculture University Tandojam, and Karachi
University. In order to have the voice of female university students from the
province against the cyber harassment, about 40 female students from each
university were randomly selected for the interview. Therefore, in total 120 girls
were interviewed during academic year 2015-16. Each interview took
approximately 30 minutes, which allowed us to have detailed discussion with the
respondents on the issue.
The interviews were taken through a well-structured interview schedule, the

questions were about the nature, causes, consequences, and preventive measures
of the bullying and harassment at their campuses. A prior consent from the
students was sought and only those students were interviewed who were willing
to respond to the questions, because most of the questions were related to their
personal lives. Since this study has to deal with personal life, we took some time
in building rapport with our respondents and ensured them that their personal
information will not be revealed, and all information regarding their studies, class
or level will remain secret.

Cyber stalking is a common phenomenon in the universities. The majority of
the students in the sample were cyber harassed by someone, during their
university life and 40 percent of them were further victimized followed by the
stalking. The results of this study show that on average every girl was cyber
harassed about 10 times in all universities. The average age of these girls was
22.8 years. Table 1 and 2 demonstrate how often female students were victimized
as a result of cyber harassment followed by the reasons, sources and modes
through which the students were harassed. The tables, further reveal the
consequences of cyber harassment for these students and how the incidents of the
harassment was dealt with by their parents followed by the preventive measure
these girls took after the victimization.
Table 1
Dimension of cyber stalking in the universities of Sindh
Description statistics
Age of the respondents (years) 22.8
Victimized (percent) 40.0
Share the issue with family (percent) 55.0
Feel secure at campuses (percent) 77.5
Worried for no legal protection for girls at campuses (percent) 57.5
105
Results show that the female students bullying was often a result of a broken
relationship called off by the female student. The girls were also stalked if they
refused to accept the offer to start relationship with the boys who stalked. Those
who wanted to meet the girls and spend time with them also harassed them upon
refusal. Facebook was a common source of harassment followed by text and
Whatsapp messages. The harassment usually begins by telling girls dirty stories,
sharing personal and sexual stories with them, pointing out girls physical
appearances, making bold and sexual comments on girls posts on Facebook and
forcing them to meet.
Table 2
Nature, causes and consequences of cyber bullying
Incidents of cyber harassment Examples
Sources of cyber harassment 1= Facebook (Poke)
2=Mobile (SMS)
3= Whatsup (sexual stuff)
Reason of harassment 1= relationship
2= unusual admire
3= be in relation
4= meet regularly
Mode of harassment 1=telling dirty stories
2=talk about personal or sexual stories
3=talking on girls body signs
4=Forcing to meet with them
5=making sexual comments on their
posts at Facebook
Consequences of harassment 1= Disturbance of studies
2=Became bold
Parents reaction on their daughters
1= Supported their girls to ignore
harassment
2= Contacted boys families
Preventive measures taken by the girls Ignoring
Studies suggest that cyber stalking is more common among young
college/university students (Shahid, 2014; Fenaughty & Harr, 2013; Finn, 2004),
as in our sample, who live in a closed community and their online IDs are easily
accessible, were victimized. In fact, these young women lack courage to deal the
situation because a young woman who is cyber harassed is considered to be
immoral in the society and many questions are raised on her character (Memon
106
et al., 2015). In the study area, about 45 percent of the students did not share with
their parents regarding what happened with them (harassment) on campus. This
happened because they did not expect any positive results of reporting the
incidents to their parents or making any formal complaint. Thus, these students
suffered immensely in silence and remained disturbed for a long period. For
example, the majority of the students in the sample told us that they were
distracted from their studies as a result of cyber harassment; they could not
perform well in exams, particularly in their first year, and brought poor results.
While 55 percent of them told us that they shared the incidents of harassment with
their families. Surprisingly, all of these girls received timely support from their
parents, which proved to have increased their confidence. These students said that
their harassment eventually made them bolder and more courageous; their parents
not only helped their daughters to deal the issues strictly but also contacted the
male students families in order to punish the guy.
However, the majority of the students in the sample, who reported their
bullying to their families, were told by their parents to ignore such incidents in
future. This reflects that these young women and their families lacked trust in
government agencies to protect them the reason why many female students in
our sample were reluctant to report cyber harassment. 57.5 percent said that there
was no legal protection from the university to protect students against cyber
harassment. Nevertheless, these students felt at home within the premises of the
campus (outside the cyberspaces) and told us that they or their fellows do not feel
at risk while they are within the campus.
conclusion and recommendations

The abuse of cyber bullying has become more common on campuses in which
female students are threatened and blackmailed more frequently than might be
expected. The majority of the internet users at the universities is young; these
young people make friendships and on the breakup from the girls side, the only
means to punish her comes out to be through cyber harassment. The young
women, who want to keep themselves away from male students due to any future
threat of stalking, are also not spared; those who refused to make friends with
male students also reported to have suffered harassment. It was observed that the
familys role is central in handling cyber stalking of young women; the proper
handling of the issue would mean punishment for the guy as well as encourage
women to face the issue themselves. However, this is subject to the timely
reporting of the harassment; the prevalent norms require women to be submissive
and modest, those who report harassment are considered immoral. This
discourages female students and they prefer to suffer in silence than reporting the
107
harassment as it is prescribed to bring shame to their families.
Use of cyberspaces such as the internet and smart phones is increasing very
fast in Pakistan and young people are the most frequent users. Unfortunately,
improved laws against cyber crime have yet to be introduced in the country. In
such a situation, the absence of improved and strict legislation would mean an
increased risk to women in the society who, as a result would, continue to suffer
psychologically. Recently, a new cyber bill has been approved in Pakistan under
which rigorous imprisonment and fines have been introduced to handle cyber
crime (Dawn, 2016), but the important question here arises, how many women,
particularly female university students are likely to benefit from the new
legislation? The results of our study suggest that young women are unlikely to
report cyber harassment due to their lack of trust in the government agencies, but
it was also apparent that these women were also ignorant of the current laws
against cyber harassment.
In this context, awareness raising seminars should be held regularly to inform

young women about what is available for them to handle cyber stalking and how
they can access it. Since many of our respondents were reluctant to report this
crime believing that nothing would happen to the perpetrator, the awareness
raising seminars would inform such students about the examples in which the
perpetrators were brought to justice. Universities should introduce a separate body
to prevent cyber bullying of women. If there are strict rules to protect female
students and deal with cyber harassment on campus, the chances of reporting are
higher that will eventually lead to handle to control cyber stalking.
acknowledgement
The authors would like to thank the anonymous reviewers for their valuable
comments on earlier draft of the article. Errors in interpretation are those of the
authors.
108
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110
a survey to understand People Perception of

Pedestrian bridges usage on shahrah-e-Faisal road,
Karachi-Pakistan
irfan ahmed Malik*, Dr. s Khurram Khan alwi**,
and naiga Gul***
abstract
This study has been carried out to understand the dynamics of
pedestrian bridges (PBs) usage and its adoption by the people
commuting on Shahrah-e-Faisal Road, Karachi. Since this road has
many indicators to cover, for this study one indicator Pedestrian
Bridges (PB) has been taken to account with various other sub-
indicators due to time and resource limitation. Safety, Security and
Awareness among people while using the PB was taken as our three
key factors. Each factor has six questions derived after a pilot survey
that was carried to understand people views. A tool was developed
with a closed end questionnaire using a survey based quantitative
research methodology. A convenience based data sampling
technique was used to gather representative data size of 70 people
from 12 bridges built on Shahrah-e-Faisal, Karachi. The analysis
was carried out using SPSS. A normality test was conducted to
understand the data pattern and skewness. A one sample t-test shows
significance outcome of the data collected from respondents that
awareness, safety and security are the prime concerns people
refrain/avoid or reluctant in using pedestrians bridges.
Keywords: Pedestrian bridges, Safety, Security, Awareness.
introduction
There are various dynamics of Shahrah-e-Faisal that connects to different
localities of Karachi, Pakistan. During this study we witnessed various aspects
of this road that runs from metropole to Airport. However, one aspect was more
focused for this purpose of study, is the usage of pedestrian bridges by people
commuting on this road.
Shahrah-e-Faisal is one of the main arteries of Karachi city. During peak hours this
road has high volume of traffic passing through this road. Lots of colleges, offices and
__________________________________________________________________________________
*M.Phil Scholar, Greenwich University, Pakistan
**Assistant Professor, Greenwich University, Pakistan,
***PhD Scholar, School of Public Administration, Huazhong University of Science and Technology
No.1037 Luoyu Road, Wuhan, P.B.430074, P.R. China
111
Malik, I.A., Alwi, S.K.K. and Gul, N.
public places are built and it touches various residential areas as well. There is a large
number of people use this road to cross from one side of the road to other. However, there
are lacks of pedestrian bridges on right places that have led lot of causalities on this road
and car accident due to people crossing the road avoiding pedestrian bridges. Either they
are not aware of the palace where they have been built or they dont feel safe and secure
while using PBs. There are around 14 PBs on the Shahrah-e-Faisal starting from
Metropole-Airport. Most new overhead pedestrian bridges being built in the city are at
places from where people usually dont want to cross the road. Interviews with officials
involved in road safety management suggest that the authorities have not bothered to carry
out any survey of the roads or the points where the bridges have been proposed.
Around the world cities carry out the detail/comprehensive studies/ assessments
before spending money on groundwork and there is a rising realization that cities
have to be pedestrian friendly. Actually there is a common move in established
countries to offer pedestrians safer spaces to walk. In Karachi, however, several
governments have maintained the policy of just laying more asphalt to build a city
that only caters to car drivers. As a result plenty of preference is given to roads which
vehicles use at high speeds and not enough consideration is given to those who walk.
Shahrah-e-Faisal is one of the largest Business districts in Karachi. It has many

pedestrian bridges built by government. This location is selected as it is the busiest
and longest route for commuters that connects major hub of business in Karachi.
Literature review
Worldwide, road traffic calamities are on the scale of a widespread. Traffic death toll
and fatalities causing from road tragedies are so extraordinary worldwide. As per the latest
estimations, road traffic flow causalities kill 1.2 million victims globally and wounded 50
million every year. Somewhat ninety percent of them happen in emerging nations. An
estimated, higher than half of all sufferers worldwide are among the ages of 15 and 44.
Not only that, human misery traffic calamities source, have they resulted in substantial
extra prices to societies. Such universal damage has massive inferences for the security
of affected families . In one of the research for safety drive suitable vibration testing are
carried out for the security of people overpass the bridges. (Dora, Salvador, & David,
2013) Established a pilot stage to study the comportment of the bridge in forced juddering
under the excitation produced by the gist of a static group of pedestrians that runs in
conjunction with the boardwalk at several speeds before set and in allowable vibration
afterward the group of people has crossed. With this, in every assessment the impact on
the comfort/security of the pedestrians were calculated together with the conventional rate
of recurrence of juddering, the method forms and the stifling topographies.
Earlier, many studies have been led to inspect the liking of pedestrians choice of
112
A Survey to Understand People Perception of Pedestrian Bridges
overpass services. One of the researches studied the usage of overpasses and
subways/underpasses in London-UK. For research it was evident that approximately
80% of pedestrians would use the overpasses or subways/ underpasses. However, no
pedestrians used the overpass if the travel time was 1.5 times or larger than that at ground
crossing. , analyzed the pedestrians perceptions for dissimilar road intersection facilities
which comprised of overpass. Furthermore, has recommended that a self-enforcing
feature that can directed the pedestrian to utilize the overpass should be fitted. On the
basis of above researches, studied the pedestrian choice behaviors and insights on the
way to various pedestrian facilities based on observation and survey data. During that it
was established that the factors of convenience, safety, and visibility were the key motives
for their usage of the crossing facilities. During the study witnessed five overpasses in
the central business district (CBD) of Ankara. It was established that the occurrence of
utilizing the overpass was positively constant with time saving and safe performance of
overpass. Riisein et al. (2007) examined the contributing reasons of the usage of overpass.
A latest study led by advised that the convenience, safety and comfort of the pedestrians
crossing facilities were key factors that impacted the pedestrians selection.
theoretical Framework
Considering the previous researches conducted globally, the dynamic in Pakistan
of PBs usage is not much difference, Awareness, Safety are some common factors
studied in previous studies, however security as factor is added in the study consider
law and order situation that impact on people for using pedestrian bridges. Below
model that shows the indicators that were studied and used to collect data.
Model - 1
113
statement of the Problem

To understand the people perception of being reluctant in using the pedestrian
bridges for crossing the road that leads to risking their lives by opting a direct
way of crossing. Lack of awareness among people commuting on this road of
distance PBs are build and a fear of using the PBs are some of the problems that
will be discussed in this study.
scope of the study

The aim of the study is to explore three factors of pedestrians bridges that are
Awareness, Safety and Security of people perception using the PBs at Shahrah-
e-Faisal, Karachi. The factors involved refer to the road accidents and general
know-how of PBs usage. All PBs were identified and the usages were observed
by visiting each bridge. A questionnaire survey was managed at these locations
to identify the safety, awareness and security perception of pedestrians bridges
commuters. The main reason for this was to understand the people perceptions
these three factors using survey methodology.
research Objectives
The objective of the research is to identify the reasons of people crossing the
road directly and to assess population opinion using the pedestrian bridges and
the impact of these factors influenced people for taking decision of PBs usage.
research Questions
1. What are the factors involved in spreading Awareness on the usage of PB
among people and how does it link with their perception.
2. What are the Security concerns of people in using PB and what are the key
factor involved in their fear factor.
3. What are the dynamic of PB Safety, how it is link with human behavior
research hypothesis
H1: Mostly people are unawareness of PB usage on Shahrah-e-Faisal.
H2: Mostly people feel insecure while using PB on Shahrah-e-Faisal.
H3: Mostly people feel less safe while using PB on Shahrah-e-Faisal.
The research strategy is survey based method and thru survey we covered 12 bridges
of Shahrah-e-Faisal using convenience sampling methodology. We have seen 14 bridges
been built on this road from Metropole Hotel-to-Airport. Out of which 12 were sampled
at 95% confidence level and .01 confidence interval. All 12 PBs were observed for 30
minutes to count the number of people crossing each bridge during day time from 1600
114
hours to 1900 hours. A total of 155 people were observed crossing the 12 bridges during
different span of time. A representative sample size of 60 people on 12 bridges were
calculated at 95% of confidence level at .01 of confidence interval with addition of .01
error margin, rounding-off to 70 representative sample of all 12 bridges as a TSU.
Table-1
Pedestrian total Population in 30 Proportionate of population sample
bridges minutes crossing the Pb per bridge in 30 minutes size
PB-1 9 6 4
PB-2 18 12 8
Primary sampling unit

PB-3 15 10 7
PB-4 17 11 8
PB-5 13 8 6
PB-6 7 5 3
PB-7 10 6 5
PB-8 16 10 7
PB-9 14 9 6
PB-10 6 4 3
PB-11 10 6 5
PB-12 20 13 9
total 155 100 70
The TSU value has been further drilled down based on the number of people crossing
per PB observed in 30 minutes. Using a proportionate sample technique we have calculated
each PB populations to be surveyed as our PSU mentioned in the above table-1.
tools of research and sampling technique

We use the questionnaire as tool to conduct this research. Total of seventy
observation were gathered using a non-probability - convenience sampling. The
questionnaire was filled by the researcher from directly asking the questions.
Data analysis
Figure-1 Figure-2
115
N Valid 70
Missing 0
Skewness -.123
Std. Error of Skewness .287
Kurtosis -.615
Std. Error of Kurtosis .566
In order to understand the initially explanation of data we applied normality

tests. The output in Figure-1 shows that skewness is negative, the data are
negatively skewed or skewed left, since the skewness is between 1 and , the
distribution is moderately skewed.
results and Findings

Table-2
Factor T df Sig. Mean 95% Confidence Interval of
(2-tailed) Difference the Difference
Lower Upper
Awareness 24.652 69 .000 3.11429 2.8623 3.3663
Security 16.782 69 .000 3.44286 3.0336 3.8521
Safety 10.378 69 .000 2.28571 1.8463 2.7251
A.Sec.Saf 40.946 69 .000 8.84286 8.4120 9.2737
Above analysis in Table-2 shows that the t-value is of Awareness (24.65),

Security (16.78) and Safety (10.37) with + ve mark at significant level of .000.
h1: Mostly people lacks awareness of Pb usage on shahrah-e-Faisal.

Analysis in the above Table-3 shows that the t-value is (24.65) with +ve mark
at significant level of .000. Therefore hypothesis i.e. H1: Mostly people lack
awareness in PB usage has major effect, is accepted. This study found that the
impact of awareness is positively significant.
h2: Mostly people feel insecure while using Pb on shahrah-e-Faisal.

Analysis above shows that the t-value is 16.78 at the significant level .000.
Consequently hypothesis i.e. H2: Mostly people feel insecure while using PB on
Shahrah-e-Faisal is accepted.
h3: Mostly people feel less safe while using Pb on shahrah-e-Faisal.

The T-test shows that t-value is 10.37 at the significant level .000. Since the
result is highly significance, therefore hypothesis i.e. H3: Mostly people feel less
safe while using PB on Shahrah-e-Faisal is accepted.
116
Discussion
Factors involved in spreading awareness on the usage of Pb among people
and how does it link with their perception.
This study revealed some important facts of pedestrian bridges which were
surveyed on 3 factors Awareness, Security and Safety.
Figure-3
Above figure-3 depict the facts of people using PBs on daily basis. The general
perception of people is lack of awareness on PBs usages. 57.1% people are even
not aware of which location PBs are built on Shahrah-e-Faisal, people prefer to
have the pedestrians bridges built near the bus stations, as walking to get to PB
for crossing the road becomes inconvenient for the majority of the people.
However, 42.9% are aware of the locations. 58.6% people suggested to have the
awareness programs carried out so that majority of the population get to know
the effectiveness of PBs usage, it is directly link to avoid any fatality while
crossing road directly. However, 41.4% says otherwise. During this, it was also
noted that motor bikes and cycles are drove over to PBs using the ramp where
they have been built. It was revealed that 54.3% people are not aware the motor
bikes and cycles are not allowed on the PBs/Ramp. During interview with one of
the person passing over the PB along with his bi-cycle notified the intention that
it is convenient for him to commute with cycle and he does that every day to cross
over for his job. 45.7% people are aware of this despite that they continuously
use ramps over PB to commute using PB with their bikes and cycles. 65.7%
people were even not aware that RAMPs are built for special person to crossover
using PB on their wheel chairs; however, 34.3% were aware of this ramp.
During our survey it was observed that people do not know how far is the next
PB to be used for crossing the road. 67.2% respondents wanted to have a proper
instruction/signage on walkways so that people get to know the next PBs, 32.9%
are not interested in having such features on the walkways.
117
Many respondents complained that PBs are not been used as they are built
with no relevance and without measurement of population density on Shahrah-e-
Faisal. They are built for personal usages taking care of own population by
offices/education center on this road. 64.3% want that a survey should be
conducted before any PB being built/constructed for facilitate all population rather
than the specific ones. 35.7% sees this differently.
the security concerns of people in using Pb and what are the key factors
involved in their fear factor.
Figure-4
61.4% respondents says that they feel insecure while using the PBs for
crossing the roads during the night which includes female mostly however, 38.6
feel less insecure mostly males. However people feel much secure to use PB in
the daytime as 60% people opted to use during daytime as 40% still reluctant to
use even in the daytime.
51.4% respondent says they have been victim of being robbed during the usage
of PBs, 48.6% were lucky enough to get away.
During the survey it was witnessed that some of the PBs are ghost during night
as they are darker to an extent that no one wishes to use and prefer to risk their
lives to cross the road directly. 55.7% respondent says that bridges to be lighten
up significantly to create a comfort level for the commuters, 44.3% observations
came otherwise.
It was observed that large advertisement boards cover the PBs from 360 degree
which raise a security concerns as visibility from the roads get block in case of
any incident took place on the PB. 80% respondents are not comfortable with
these hoardings pasted on the PBs, 20% are comfortable with it.
Many PBs offer no rental retail business place for many sellers that give some
118
amount of money to local authorities and sit and sell stuff (fruits, shoes, cloths
and other). As well as beggars all over the PBs have been seen more than the
people commute. 58.6% respondents says they feel insecure when they see so
many beggars and retail business setup on PBs however, 41.4 says that they do
shop and comfortable with the setup.
the dynamic of Pb safety, how it is link with human behavior
Figure-5
People feel safer while crossing the road directly, many respondents feel that
bridges are not maintained well, stairs are rusted due to which 47.1% respondents
feel comfortable in risking their lives and prefer to cross the road directly,
avoiding PBs. However, 52.9 says it is the save option and should be utilized,
respondents raised concerned in rest of the questionnaire of their reluctances
sometime in using PBs.
55.7% respondent feel that huge hoarding on PBs risk the structural life as it
was witnessed that due to heavy wind hit the hoarding puts the bridge into
vibration mode, many of respondents and even the researcher felt the jolt due to
the load of hoardings been welded all over the PBs decrease the condition and
life of the PBs and risking the safety of commuters using those bridges. 44.3%
population have no concern due to lack of aware. 62.9% respondents have no
issue in dragging their motor bikes and cycles on the PBs risking and says it does
not risk the life of commuters as the each respondent looks his own convenience,
however, 37.1% respondent understand the threat of heavy traffic (cycles and
motor bikes) on PBs. 57.1% respondents says using PBs increase the time to reach
from one place to another however, 42.9% people have not issue. 41.4%
respondents says they dont risking the life while crossing the road directing as it
saves time and factors that does suit them to usage, as 58.6% think otherwise.
Although there are PBs on Shahrah-e-Faisal, already provided pedestrians

bridges to cross roads/intersections, but even though its still not enough. However,
119
people prefer more on crossing the street directly, some of the common reasons
are: It takes a lot of effort to climb up the stairs, and go down again. By crossing
directly they save efforts and time. People worries about the safety, there are cases
of thieves and kidnapping happened on the bridge during night time especially.
conclusion
Since less people use the bridge, there are no extensive maintenance of the
structure and safety of the bridge. Many of them is rusty, and it makes more reason
to not use the bridge. In previous study it was analyzed in report that convenience,
comfort and safety are the main reasons of not using the PBs. In this study it was
concluded that safety, awareness and security is the perception of the people of
Karachi-Pakistan that they dont feel comfortable in using PBs sometime.
A campaign to raise awareness of the importance of using the pedestrian bridges

should be conducted and an overall review of existing PBs should be conducted
following these factors raised output highlighted in this study. Though this study
might not be enough, a comprehensive study is mandatory to cover all of Karachi
PBs with details needed analysis for the safety and security of human lives.
120
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122
induction Program for novice teachers: an initiative

towards Quality
alia sadiq*, Muhammad ramzan** and Mishab akhtar***
abstract
From the past few years, induction programs for the novice
teachers has been attaining a great interest to guide and
support the newly recruited educator for first teaching job.
Usually this practice is done by private sector in order to
maintain the quality of education. Towards school side, now
the quality drive initiative in teaching is being taken by the
government of the Punjab. The major objectives of this study
were to explore the need, importance and the satisfaction of
novice teachers over induction program by the director of staff
development. Sample of this study was 200 novice teachers
from Lahore city. Interview protocol for fifty teachers and a
close ended questionnaire for two hundred teachers were used
as a research tool for data collection. It was found that the
novice teachers want to have practical and professional
training from seniors and in addition to this they wish to see
ideal traits among mentor or supervisor. Moreover they desire
to observe perfection in system requirements, pedagogical
knowledge, modeling and feedback procedure. The novice
teachers showed satisfaction over induction program and
have certain reservation about infrastructure provided, school
culture and the process of managing students.
Keywords: Novice Teacher, Induction Program, Teaching, School, Quality derive Initiative
introduction
Teacher can be considered as interface between manuscripts and learners. Usually,
the core responsibilities of an educator is to transfer knowledge, skills and sets examples
for students as a part of hidden curriculum. For maintaining quality of education,
understanding of subject taught, and teaching skills plays vital role. For the adoptability
of novice teachers, organizational support and help form senior teachers may help the
incoming faculty to handle unseen problems (Holt, 2011). Brock and Grady (2012)
describe that novice teacher may face different problems such as dealing with students,
__________________________________________________________________________________
*Ph.D. Scholar, IER Punjab, Lahore, Pakistan
**Assistant Professor, Department of Educational Training, the Islamia University of Bahawalpur
*** Ph. D Scholar, Department of Education The Islamia University of Bahawalpur, Pakistan
123
Sadiq, A., Ramzan, M. and Akhtar, M.
how to cope with individual differences, multiple lesson preparation, effective use of
different teaching methods, how to manage excessive paper work, assessing students,
dealing with annoyed parents, determining suitable expectations for students, coping
stress, anxiety and pressure, working with outstanding students, issues related to class
room management, discipline and most important of all that teachers feel inadequate
him/herself as a teacher. Immediate after recruitment, authorities expected from the
novice teachers to perform duties on the same manner as the experienced teachers
execute their responsibility but the situation is vice versa expect those who have in born
talent not from the ordinary teacher. It is universal that first job is a challenge for every
individual and it is not easy to manage problems and difficulties (Nesbitt & Munndt,
1993). Those who are interested to introduce quality mechanism in teacher education
would like to assist novice teachers and provides services in adaptation because
professional experience may bridge the gap between experience and inexperience
person. It is observed that mismatch exist between academic life and practical life
(Allen, 2009). Sometimes this gap may cause unrest and burnouts among newly
recruited teacher which ultimately become the cause of depart from this profession. The
same has been stated by Maciejewski (2000), according to him the quality of education
and students at school can be enhanced by appointing high skilled and trained teachers
but the problem with the novice teachers is that they may leave the job because of
difference between what they have learnt and what they are practicing due to lower
salary, weak socialization and feeble authority (Boe, Cook & Sunderland, 2008).
Induction training programs are vital to overcome the difference between theory and
practice to produce effectiveness and awareness in novice teachers.
Pre-service teacher education is a step to gain fundamental knowledge,

experiences and practices to be a teacher in a true sense. The true experience,
information and knowledge can be learnt through interaction with the students in the
classroom (Nemser, 2001). That is why; initial year is important because it helps in
developing communication skill, teaching methods, norm, courses, educational
foundation, philosophy and supervised practices (Cook, 2009). In order to improve
professional development, novice teachers need induction training programs (Wiebke
& Bardin, 2009) because the novice teachers may face many difficulties and
challenges when they join teaching (Boone & Boone, 2007). To bring quality in
teachers education a well designed induction training program has no match in
reducing stress, improving lesson planning, class management, imparting
administrative skills, and all the other traits that may help in retaining novice
teachers, which ultimately improve students progress (Ingersoll & Smith, 2004,
Wong, 2004). The study is concerned with the understanding of induction program
for public school teachers, teacher training institution, and policy makers before
124
Induction Program for Novice Teachers: An Initiative Towards Quality
joining the responsibilities. It will enable to understand whether novice teachers have
actual need of these training programs and how they can get maximum benefit from
such programs. It is in consideration that induction programs are imperative to secure
the future of novice teachers, career and professional growth (Mackey, 2004).
Literature review
Induction training provides novice teachers a chance to experience quality in
teaching which has an everlasting effect on their ultimate career, self-efficacy and
job satisfaction. Induction programs are essential for professional training and
betterment. Literature portrays the term induction as the orientation to the job
provided to novice teachers (Martinz, 1994). According to another school of
thought, induction and mentoring program are used interchangeably, which helps
in hiding the unwanted values of the beginner as a process of professional
development (Wong, 2004). The training workshop can be described as the initial
stage of Continuous Professional Development (CPD) to get progress in career (Carr
& Evans, 2006). The purpose of induction program is to gradually transform the
armature teachers into a professional one, to adjust themselves in their new roles
(Sprinthall et al, 1996). There are four goals of induction program, the first goal is
to improve teaching learning of the students, second, to enhance the professional
efficacy of a teacher, third, awarding the role of mentor to senior teacher so that
S/he may transmit valuable culture, finally to help in teacher retention.
An induction program for novice teachers may serves multiple purposes, for
instance, training, socialization, culture transformation, problem solving and
many more so that quality of education may develop (Howe, 2006). Teaching
require practical skills to be mastered and it is common notion that pre-service
teacher training do not serve the said purpose due to excessive theoretical work
and the teacher lacks practical skill which is prerequisite for successful career in
teaching (Gold,1999). It is necessary to provide practical learning environment
where novice teachers gain identity, acceptance, survival and success in teaching
profession. The goal of this program is to enhance the ability of novice teachers
and the ultimate beneficiary will be students and community.
Figure 1: Theory of Teacher Development
In regional perspective, the Govt. of Punjab is showing interest in improving

quality of education by introducing quality derive initiative. To achieve this
objective, Directorate of Staff Development (DSD) is showing commitment by
125
refining teachers pedagogical skills and launched a program of continuous

professional development (CPD) since 2007. Let us discuss the global practices
regarding teachers induction program, in New York novice teachers induction
support program is for one year while in California the duration is of two years
(Robert & Bullough, 2012). For retaining of novice teachers in teaching
profession, the United States developed teacher induction program with objectives
of improving pedagogy, class room discipline, strategies for second language
learner and assessment etc. In spite of efforts, burn out exist for instance in United
Stated it was reported that before induction, more than fifty percent brightest
teachers left teaching profession (Huling-Austin, 1986).
DSD (2013) has developed the format of training including activity based
learning, group work, pair work, penal discussion and study tours. At the completion
of training from DSD, the novice teachers got the skills to perform effectively on
the themes for instance: Educational Reform Program, Job Description, knowledge
about National Professional Standards for Teachers, Motivation, Rule and
Regulation related to PEEDA, Use of leave rules, Communication and Presentation
skills, Various role of teachers like administrator, counselor and facilitator, Teaching
method, Classroom management, Development and use of Academic Calendar,
effective use of Blooms Taxonomy, Establishing the School Council,
Communication Skills particularly teaching English as a foreign language, syndicate
work and many more similar theme. According to a study conducted by Chatlain &
Noonan, (2005), it is vital to mention that from managerial and pedagogical point
of view novice teachers feel difficulties in planning lessons, class room
management, discipline and comprehension regarding procedures and policies. It
will be interesting to mention that some teachers are more confident about
managerial dimension of teaching and from the history the evidence can be observed
when last Mughal king Bahadar Shah Zafar was incarceration, a desire was asked
to him, he said give me some child to teach. The English ruler interpreted it as,
although it is on small scale but the managerial or ruler wish still exit.
Objective of the study

The major objectives of this study were to explore the need, importance and
the satisfaction of novice teachers over induction program organized by the
director of staff development.
Methodology of the study

This study was descriptive in nature therefore; mix method approach was used
to conduct this study. Survey method with close ended questionnaire was used to
collect the quantitative data and interview protocol was used for qualitative data.
126
Questionnaire was designed on five point Likert Scale (Hudson, Skamp & Brooks,
2005). Descriptive statistics (Mean and Standard Deviation) was use to analyze
quantitative data and qualitative analysis technique was used to analyze interview.
The population of this study comprised the novice teachers from Lahore District
only. By using random and purposive sampling technique ten schools were
selected because researcher wanted to see the newly recruited teachers. The
gender balance was tried to maintain and for this purpose, ten schools each for
boys and girls were selected having sufficient number of newly inducted teachers.
Then from each school at least ten teachers were selected conveniently. In this
way a sample of 200 respondents was selected which comprised one hundred male
and similar quantities of female novice teachers. For the qualitative data, 25%
interview of novice teachers i.e. 50 teachers were selected randomly and for this
convenience sampling technique was used. The reliability was achieved through
experts opinion and the validity was hold using the pilot testing and using
reliability coefficient a.
The novice teachers were asked to rate the different aspect of the induction
program on five point Likert scale from strongly agree, agree, undecided, disagree
and strongly disagree. Then responses were recorded according to their
understanding about induction program. Table 1 to 5 displayed the descriptive
statistics in the form of mean and Standard deviation.
Table 1
Personal Attributes of Supervisor for Novice Teachers
Practices M SD
Comfortable talking 4.50 1.27
Supportive 4.20 1.23
Confidence 4.10 1.20
Positive attitude 4.00 1.41
Attentive listening 4.00 1.33
The table-1 shows that respondents were either agree or strongly agree about
the nature of induction program. The respondents showed confidence towards the
supervisors support in developing teaching and pedagogical skill, such as
confidence, positive attitude and attentive listening. The standard deviation score
is indicating that the perspective teachers feel comfortable in talking and receive
supportive & positive attitude from the supervisor or the mentor and it is hope
that replication in attitude and behaviour may occur if the inductees have seen
some good practices during training session.
127
Table 2
Pedagogical Knowledge for Novice Teachers
Practices M SD
Teaching strategies 3.80 1.14
Problem solving discussion 3.80 1.23
Classroom management 3.60 1.65
Implementation process 3.60 1.35
Guideline for preparation 3.50 1.43
Assistance in planning 3.30 1.49
Assessment discussion 3.30 1.34
Content knowledge 3.10 1.29
Questioning techniques 2.80 1.87
Summary of the above table-2 describe that the novice teachers are most of
the time agreed and strongly agreed with the notion that they have learnt modern
pedagogical skills including teaching strategies, problem solving discussion was
given importance. Topic like, classroom management, implementation process,
guideline for lecture preparation, assistance in planning and discussion was given
due consideration. Table-2 indicates the modest reservation shown by the novice
teacher about question handling technique.
Table 3
Modeling for Novice Teachers
Practices M SD
Enthusiasm display 4.40 1.27
Student teacher relation 3.90 1.37
Use of syllabus language 3.90 1.20
Modeled effective teaching 3.90 1.45
Modeled classroom management 3.60 1.65
Hands on demonstration 3.50 1.43
Modeled teaching 3.40 1.58
Well design lessons 3.20 1.75
The table-3 shows the responses of the novice teachers over modeling of
induction program. They observed the enthusiasm shown by the mentors, found
good students teachers relationship; they are also agreed with the usage of
syllabus language. The data is in the agreement range on the topic such as
effective model teaching, classroom management, hands on demonstration, and
well-designed lessons as the part of induction program.
128
Table 4
Feedback for Novice Teachers
Practices M SD
Oral feedback 4.10 1.29
Written feedback 2.10 1.20
Evaluation on teaching 3.10 1.52
Articulation of expectation 3.10 1.52
Teaching observation for feedback 2.90 1.73
Review of teaching plans 2.20 1.55
According to table-4 respondents are agreed with the statement that mentor
provides them oral feedback and the mean value is the evidence of their responses.
Whereas, the data shows that supervisors are less habitual in providing written
feedback. The program objectives are according to their expectation. The mean
value about teachers evaluation and the articulation of expectation about the
induction program, by the novice is in the agreement zone.
Table 5
System Requirements for Novice Teachers
Practices M SD
Policy discussion 4.10 1.29
Curriculum outline discussion 3.50 1.43
Aims discussion 3.30 1.34
The table-5 shows that most of the teachers had understanding about induction
program. Knowledge of system requirement for novice teachers has a strong
support regarding policy discussion, curriculum outline and aims of the education
and school infrastructure.
Qualitative data analysis

This study investigated how the novice teachers understand induction program
as an initiative towards quality mechanism. For convenience and easy
understanding the respondents answers were divided into following four themes
emerged from interviews.
1. School infrastructure
2. School culture
3. Networking and managing people
4. Satisfaction over the existing model

129
Figure 2: Need of understanding induction program
The respondents have better understanding regarding induction program and

consider it as an investment of future. Although majority of them have relation
with the public school in one way or the other but they need to know about school
culture, schools infrastructure and they want to know how people manage
professional networking with peers and colleagues. Participants response was
greatly representing certain ideas such as, Induction program motivate novice
teacher to improve school infrastructure, students assessment and how to set
students learning outcomes. According to another theme, the mentor of
induction program should clarify and specify the things according to school
culture and should holistically assess the performance of the novice teachers about
teaching and learning process. It is worth noting that mentor describe the ideal
condition which can normally be seen in the urban school and the rural schools
have lot of missing facilities like boundary wall, lavatory, classroom, white or
black board etc. Powerful induction program encourage novice teachers to
flourish and increases the desire of happiness in work. Induction program enable
teachers to stay in professional environment and helps in improving their skills
to find a comfortable place in school. As far as the level of satisfaction is
concerned, the respondents were happy to find the congenial environment at the
directorate of staff development but they have the reservation about the
authoritative nature of the head and they were worried about the deeming future
130
of education due to increasing influence of the private sector. They also showed
certain reluctance about the fluctuating policies of recruitment and teacher
retention by the government of the Punjab. The concern has increased since the
education became the responsibility of the province. The respondents were
satisfied with the induction program because of meager employment
opportunities, that is why one can observe the increasing number of agriculture
and engineering graduate in the field of education particularly towards school
education as a science teacher and the recruitment of such graduates is the main
cause of motivation for induction program.
The government of Punjab remains capricious about improving the quality of

education. Currently government think that science education is important for
future generation that is why importance and preference is given to induct the
science teachers and to overcome the shortage, graduates from agriculture and
the engineering give equal opportunity to join teaching as a profession. The
question arises whether these students have some professional education or they
have subject knowledge only. The policy makers thought that before induction,
training will be given to them and within a certain time frame they have to acquire
a professional degree of teaching. It was observed that novice teachers have a
genuine need of induction program because what they will learn in the beginning
days will be practiced throughout the service and this will create their attitude
towards teaching. Novice teachers wish to have familiarity with school culture,
because certain population of the newly inducted teachers got their education
from the private sector and ultimately their experience at school level will be
different from others. If the school culture is different from the perception of
novice teachers or from the school culture which s/he attended during school
days, the teachers need to have induction training program (Weiner, 2000).
According to Odell et al (2000), an ideal induction program has eight

characteristics in order to help novice teachers, first to guide them according to
the professional standards, second provision of responsive to the need of novice
teachers, third, information related to developmental process, fourth, availability
of mentoring as a professional development fifth, a careful selection and
preparation for new mentor sixth, selection of experienced teachers as mentor and
mentors involvement in induction program design seventh, proper planning and
evaluation, and finally, improving school culture for teaching learning process.
So, the importance of induction program lies in these characteristics. Carefully
selected mentors for induction are the essential part to provide positive support
about school infrastructure, culture and classroom management in a new school
(Kardos & Johnson, 2010). In addition to mentors, there are certain other wishes
131
and whim that the trainees have, such as how to deal with individual differences,
lessons preparation, use of different teaching methods, theoretical management,
evaluation techniques, dealing with parents, determining suitable expectations for
students, coping stress and pressure, working with outstanding students, class
room management, discipline and most important of all, trainees have a sense of
feel as a teacher (Brock & Grady, 1998).
In Private sector, it is common practice to have a pool of teachers in order to

maintain quality. The fresh recruited teachers are hardly allowed to enter the class
on earliest day. The first two or three weeks they come to school mainly for two
reason first, to observe environment, culture, the working of senior teacher and
second they serve to recheck the note books. By sitting together with the senior
they absorb the culture of the organization. The administrator says nothing and
everything was transmitted by the senior faculty either verbally or by action. It is
general observation that hiring and firing is common in big schools but they do
not have penury of teachers and ultimately new inductee fills the gap. Students
and teacher have a familiarity with the faces and they feel no problem in adoption
and in this way they maintain the quality of education.
conclusion
The study explored the need, importance and the satisfaction of novice teachers
on induction program. The findings of the study showed that the novice teachers
are satisfied about the necessary components of induction program which provide
them help to stay in the new environment of school in the beginning years of job.
The novice teachers have need of induction program to comprehend the school
infrastructure, culture, the process of classroom management and other similar
issues. It was found that the novice teachers wanted to have practical and
professional training from seniors and they wish to see ideal traits among mentor
or supervisor. Moreover they want to observe perfection in system requirements,
pedagogical knowledge, modeling and feedback procedure. The novice teachers
showed satisfaction over induction program and have certain reservation about
infrastructure provided, school culture and the process of managing students. One
can say that such steps will bring quality in Education.
132
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134
effects of television Viewing on social behavior of

elementary school students: a Qualitative study
Prof. Dr. shahida sajjad*, Dr. irshad hussain**,
Dr. haroon-ur-rashid rana*** and
Dr. Muhammad ramzan****
abstract
It was a qualitative study conducted to evaluate the effects of
television viewing on social behavior of elementary school
students. This study addressed the current situation in an
explanatory way. Therefore, it was of descriptive nature and
adopted the survey approach to collect qualitative data.
Elementary school teachers (who were teaching in Grade-VI to
Grade-VIII) of government boys elementary and secondary
schools of Bahawalpur division comprised the population of the
study. Sampling consisted of two stages i.e. firstly 70 schools
were selected randomly, and secondly, 140 teachers (two
teachers from each of the sampled school) were selected
purposively. The data were collected through an interview
protocol which was prepared after literature review, piloted and
finalized. Five data collectors who were trained for the purpose
during pilot testing of the tool also facilitated in data collection.
Interview sessions were organized with prior consent of the
respondents. The data collectors took notes of the responses of
respondents during interview. After data collection, the notes of
the interviews were categorized thematically by means of
qualitative content analysis in a report writing style. The study
demonstrates that television viewing has both the positive and
negative effects on social behavior of elementary school students.
The positive effects include adopting pro-social behaviors and
social values, awareness creation and making them informed
citizens, communicating and living with others, learning ethics
and etiquettes, knowing gender roles and relationships, becoming
aware of the health and physique for positive body image of self
and so on. Whereas, the negative effects consist of aggression
__________________________________________________________________________________
*Dean, Faculty of Social Sciences & Humanities, Greenwich University Karachi
**Associate Professor, Department of Educational Training, The Islamia University of Bahawalpur
***Senior Program Officer, JICA Pakistan Office Islamabad
****Assistant Professor, Department of Educational Training, The Islamia University of Bahawalpur
135
Sajjad, S., Hussain, I., Rana, H.R. and Muhammad Ramzan, M.
and violence, antisocial behaviors and negative body images

when idealizing models on the screen. However, learning and
learning performance is affected positively and as well as
negatively; and therefore, it that is television viewing should be
controlled and selected programs should be allowed for viewing.
Keywords: Television Viewing, Social Behavior, Interaction, Behaviorism, Mentalism
introduction
Social behavior nurtures through interactions of individuals in the society
which social-psychology describes through behaviorism and mentalism. The
former studies social behavior of individuals and their contexts whereas the latter
facilitates them cognitively. Therefore, environment and mental capacity both are
necessary for learning a social behavior. Social behaviors are developed
informally in the environment of children and cognition makes them exhibit a
proper behavior in situations. The study conducted by Hussain (2016) examined
different factors effecting social development of elementary school students. The
study determined media and technology, habits of using the technologies and their
contents and/ or presentations like movies, dramas, and advertisements of brands
to have effects on social development and behavior formation of elementary
school students the adolescents.
Television which is a broadcast technology adds visuals to the voice. It depicts

situation in a fascinating way. It seems having greater potential to attract young
students (Hussain, 2005) to transform their behaviors. It is generally observed
that television viewing shapes attitudes of viewers particularly, the adolescents
and youth through novelty of presentation. It transforms their perception of and
about different social phenomena which works for behavior formation and change.
Often perceptions seem to become stronger than realities and work as agents of
social transformation by changing behaviors of individuals. Hence television
viewing flourishes such behaviors and attitudes through nourishing presentations
for different groups of people without any restriction to others (Strasburger, 2004;
Strasburger & Wilson, 2002).
According to Brown and Witherspoon (2002), media portrays fascinating

situations to the youth which creates thrill and excitement among them. Television
contents attract adolescents and have impact on their cognitive development,
scholastic achievement, and social behaviors (Reeves, 1998). It (television viewing)
instils curiosity and creativeness, and enhances imagination (Leonard, 1997) among
children, adolescents and youth. Similar views were endorsed by Gardner (1993)
by asserting that television viewing encourages creativity and imagination among
136
Effects of Television Viewing on Social Behavior of Elementary School Students
youth and children. However, Seels, Berry, Fullerton, & Horn (1996) regarded such
assertions to be modest at best. Mares (1996) found children exposed to pro-social
content on television to have more positive social interactions, showing more noble
behavior and self-control, and having less stereotyped views of others. However,
the effects were somewhat stronger for girls than for boys and strongest for pre-
school children, and less in adolescence. Educational significance of television
viewing was acknowledged by Bar-on (2000) by asserting that television programs
promote pro-social behaviors with positive educational effects on children.
Whereas, Sharif, Willis, and Sargent, (2010) found the fascinating nature of visual
media to affecting school performance by increasing sensation-seeking, substance
use and school problem behavior among students.
Like other media, television also has its merits and demerits which are
reflected by behaviors of viewers. However, unhealthy behaviors like aggression
and violence have more attraction for adolescents. Friedrich-Cofer and Huston
(1986) found an association between violence in television contents and viewers
probability of being fearful or insensitive to violence in their direct
environment(s) and being violent. Similarly, Comstock and Strasberger (1990)
found such association among 15% of television viewers in United States. Brown
and Witherspoon (2002) supported it persuasively by arguing that, ..television
and movies that increasingly are shown on television, as well as participation in
video games, continue to teach our young children and teens that violence is an
appropriate and relatively risk-free way of resolving conflict in a scary and
dangerous world (p.156).
Violent presentation through movies and drama serials on screen increases

violence among children and adolescents (Centerwall, 1992; Winn, 1985). Similarly,
Huesmann and Eron (1986) found more violence among children who watched more
violence on television than their counterparts. Ergn (2012) found relationship
between cartoon viewing and behavior of primary grader children and observed male
students more inclined towards violent cartoons whereas their counterparts loved
educational emotional and didactic cartoons; and both exhibited such behaviors.
Similarly, Lor, (2008) found an association between television viewing hours and
physical bullying among the youth and adolescents. The viewers who watched
television for longer times were reported to be more victimized of bullying.
Focus of the study

It was a qualitative study which was conducted to evaluate the effects of
television viewing on social behavior of elementary school students. The study
focused to find the answer to the questions, What are the effects of television
137
viewing on social behavior of elementary school students, How television

viewing shapes social behavior of elementary school students.
This study was qualitative and concentrated on social behavior of elementary
school students under effects of television viewing. It addressed the current
situation in an explanatory way. Therefore, it was of descriptive nature and
adopted the survey approach to collect qualitative data. Elementary school
teachers (who were teaching in Grade-VI to Grade-VIII) of government boys
elementary and secondary schools of Bahawalpur division comprised the
population of the study. Sampling consisted of two stages i.e. firstly 70 schools
were selected randomly, and secondly, 140 teachers (two teachers from each of
the sampled school) were selected purposively. The data were collected through
an interview protocol which was prepared after literature review, piloted and
finalized. Five data collectors who were trained for the purpose during pilot
testing of the tool also facilitated in data collection. Interview sessions were
organized with prior consent of the respondents. The data collectors took notes
of the responses of respondents during interview.
analysis of responses and Findings of the study

After data collection, the notes of the interviews were categorized thematically
by means of qualitative content analysis and elaborated in an academic style. The
analysis is given below.
adopting pro-social behaviors

Pro-social behaviors are accepted and appreciated in the society. Such
behaviors are usually referred to as voluntary behaviors and intended to benefit
others or the society as a whole. These consist of volunteering, helping others,
sharing things with fellows, donating and contributing for a good cause, co-
operating with others in social activities and alike. Pro-social behaviors start
shaping since early stages of life. The respondents were of the view that
television viewing helps elementary school students to play different roles in
their lives. They learn volunteering, helping others in the hour of need, being
courteous, building and managing relationships, how to earn good reputation in
society to meet moral aspirations through recreation. It equips them with empathy
and responsiveness to others.
Development of social values

Social values play an important role in shaping behaviors of individuals. Each
and every society has its own value system but some values like; honesty,
138
appreciation, and dignity of work seem to be universal. Therefore, these are

needed to be learnt by all individuals. The elementary school teachers asserted
that, It [television viewing] inculcates social values among [elementary level]
students in an amusement way. They learn benefits and significance of honesty,
love and affection, appreciating and valuing others, working with and for others,
living peacefully with tolerance and patience through such representation in
movies or dramas. It helps them live a peaceful productive life in futures.
awareness creation
Awareness is a great blessing particularly in 21st century which is regarded as
the century of knowledge. Knowledge comes having information which
disseminates through Information and Communication Technologies (ICTs).
Television, as one of the ICT, imparts right information at the right time to its
viewers. In this backdrop the respondents were of the opinion that, Television
viewing creates awareness among elementary school students by equipping them
with latest information in different aspects of life. They can get information about
education and its significance, educational institutions, socialization, innovations
and inventions, languages and cultures, people and places of their own country
as well as other countries. They become well informed and feel confident in their
studies and life.
communication with different people

Communication has always been regarded as a tool of success in different
aspects of life including professional and social life of individuals. It is an active
phenomenon which takes place through selection of appropriate words to convey
an appropriate message in appropriate situations and to appropriate people.
Therefore, it is usually regarded as an art as well as a science. In this perspective
the respondents apprised the role of television in developing and promoting
communication skills among its viewers the elementary school students. They
explained that, Through it [television viewing] students know how to
communicate with different people in a respectful way. They learn how to
communicate with parents, siblings, teachers, friends and other family members
and so on. They also learn new words and body language in different situations
while communication. It brings softness and politeness in their conversation
which develops their personalities.
ethics and etiquettes

Ethics and etiquettes represent the personality of an individual and the values
of society the individual belongs to. Television viewing inculcates socially
accepted ethics and etiquettes among its viewers. They also become aware of the
139
same in other societies and cultures. The respondents said, Television viewing
polishes the ethics and etiquettes of its viewers [the elementary school students].
They can know how to greet an older, an elder and an age fellow; how to eat in
public places and what should be the public appearance dress and dressing style;
how to welcome and see off gusts, friends and others; how to behave in certain
situations even the odd ones. Therefore, it can be said that television viewing
promotes ethics and etiquettes among elementary school students.
Learning about gender roles and relationships

Historically, gender, gender role and relationship had been present everywhere
and in all societies of the world. However, nature of gender role and relationship
might had been and is different in different societies. Gender roles and
relationships are usually based on some social norms and values which in 21st
century appears to crossed the geographical boundaries of a country and /or a
nation and becoming transnational. The elementary school students are at that
stage of life where they take interest in opposite gender and start understanding
gender roles to develop their relationship with their counterparts. The respondents
endorsed that television viewing makes their students learn their respective gender
roles and how to perform it properly. They also learn how to develop socially
accepted relationships with their counterparts; what should be the nature of such
relationships and so on.
body image, health and physique

Every individual has a perception of his/her physical-self and expressing it
through thoughts and feelings. Ones feelings associated with body image and
physique can be positive, negative or both. Ones physique and physical health
shapes body image and such feelings. Television broadcasts different programs
for youth and adolescents to become physically good looking while
maintaining their physical health and fitness. The respondents asserted that,
Elementary school students become aware of tips necessary for maintaining
their physique and physical health and proper shape of body. They know daily
need of calories and significance of balanced diet leading towards proper
eating habits. Television also presents different programs on exercise and body
fitness which are useful for students according to their age. Besides, beauty
tips other tips for making ones personality attractive are also shared on screen
through different programs and barding advertisements. It promotes positive
body image among students.
aggression and violence

Aggression and violence among youth and adolescents is becoming a common
140
fashion which is alarming for parents, teachers, educationists, policy makers and
social reformers. Of course it is a matter of great concern for all of the
stakeholders but teachers feel their responsibility is much more than others as
they are role model for their students. The respondents were of the view that, It
[television viewing] promotes aggression and violence among elementary school
students. They feel attraction in televised violent content and same is developed
among them by repeating in real life. It puts negative effects on their social
development through movies, drama serials, violent games, crime scenes and such
enactments represented on television screen. It is bringing about a social change,
particularly, among the boys.
Learning and learning performance

Television viewing has effects on learning and learning performance of
elementary school students along with effecting social behavior. The opinion of
the respondents about this phenomena was distributed as some viewed it
positively while others hold the opposite standpoint.
Some respondents advocated for positive effect of television programs on

social development and learning of elementary school students and said,
Television viewing is helping elementary school students in finding information
quickly and enabling them for multitasking in different situations effectively. Their
academic awareness flourishes and they become more informed in terms of
contextualized learning. They learn about others and how to work together in
school environment the classroom, playground and the laboratories. Some of the
respondents said that, It [television viewing] helps students in getting knowledge,
gaining infor mation, learning how to collaborate and cooperate with their
fellows, and how to communicate with their peers and teachers. However, some
of the respondents saw the other side of the coin and they blamed television
viewing for negative/ or antisocial behavior of students. According to them,
Entertainment through television viewing badly effects on social behavior of
elementary school students and hinders their academic performance. It is wastage
of their time which they can use for study. Moreover, the quality of work of the
students who view television programs is less than those who dont view or view
under control for selected programs.
conclusion
The study demonstrates that television viewing has both positive and negative
effects on social behavior of elementary school students. The positive effects
include adopting pro-social behaviors and social values, awareness creation and
making them informed citizens, communicating and living with others, learning
141
ethics and etiquettes, knowing gender roles and relationships, becoming aware of
the health and physique for positive body image of self and so on. Whereas, the
negative effects consist of aggression and violence, antisocial behaviors and
negative body images when idealizing models on the screen. However, learning
and learning performance is affected positively as well as negatively; and
therefore, it that is television viewing should be controlled and selected programs
should be allowed for viewing.
142
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144
Getting closer being apart: Living in the age of

information and communication technologies
Dr. irshad hussain*, Dr. Ozlem cakir**, Dr. burhanettin
Ozdemir*** and shaheen ashraf tahirkheli****
abstract
This study was conducted to search answer to the question, Is the
use of ICTs particularly, mobile phones and social media distracting
relationships? It was a descriptive study, therefore, a survey approach
was adopted to elicit the opinions of the respondents. It was a small
scale study and qualitative data was collected from students and
academia of the Islamia University of Bahawalpur, Pakistan and
Ankara University, Turkey. Purposive sampling technique was used
for data collection. The students and university teachers using an
android phone and social media for more than three years were invited
to participate in the survey. However, their participation was volunteer.
From Pakistan, 37 respondents (9 teachers and 28 students) and from
Turkey 32 respondents (25 students and 7 teachers) participated in
the survey. Gender balance was ensured for both of the countries. A
semi-structured interview protocol was administered personally by
the researchers to get the viewpoints of participants from their
respective universities. The qualitative data analysis of both of the
universities demonstrated that use of ICTs has reduced the physical
and real-life face-to-face human interactions. It is causing mistrust by
rusting the feelings affection of parents and regard of their children,
love among spouses, and trust of/on friends and friendship. It was also
evident from the discussion that ICTs have connected people on social
cost ignoring their dearer and nearer ones causing a wedge in their
real relationships and disintegration in their families. Besides,
cheating and cyberbullying appeared to be associated with the use of
ICTs. Apparently, people seem to be connected technologically but
they are being isolated physically and psychologically.
Keywords: Social Media, Human Relationships, Cell Phones, Communication and Interaction, Real
Life Communication, Information and Communication Technologies
__________________________________________________________________________________
*Associate Professor, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan
**Associate Professor, Department of Computer Education and Instructional Technology, Faculty
of Educational ScienceAnkara University, Turkey
***Assistant Professor Department of Educational Measurement and Statistics, Siirt University Turkey
****Research Associate, Department of Distance, Non Formal & Continuing Education, Allama Iqbal
Open University Islamabad, Pakistan.
145
Hussain, I., Cakir, O., Ozdemir, B. and Tahirkheli, S.A.
introduction
The 21st century dawned with innovations and inventions termed as technologies
to facilitate humans and to bring about a change in their lives (Hussain, 2005). There
appeared human friendly technologies which have facilitated people in all aspects of
their lives including health, education & training, communication & interaction,
transportation, aviation and so on (Hussain & Durrani, 2012). Moreover,
developments in the area of Communication and Information Technologies (ICTs)
have an undeniable impact on all aspect of life and especially the education. One of
the main reason behind it is that policy makers of different countries, including
Pakistan and Turkey, make a huge amount of investment, since they consider ICT as
an important tool for development and innovation in education (Eurydice, 2001;
Papanastasiou & Angeli, 2008; Tezci, 2009). However, those who support investment
in ICT should also consider possible positive and negative impact of its usage. For
instance, there are some researchers who state that technology usage in the classroom
environment causes pressure on both students and teacher (Kozma, 2003), while some
of them claims that this pressure is mainly because of negative attitude of teachers
towards ICT and lack of knowledge about technology (Pelgrum, 2001; Garland &
Noyes, 2004; Torkzadeh, Chang & Demirhan, 2006; Zhang, 2007; Paraskeva, Bouta
& Papagianni, 2008; Tezci, 2009). Besides, Hussain (2005) viewed ICTs appearing
with their greater impact on human life and styles of living by transforming the
patterns of interactions and styles of communication.
He further stated that ICTs include all kinds of technologies which facilitate
the process of communication and interaction among people, and organizations.
Communication satellites, computer technology, internet and its related
technologies including all forms of social media, and cell phones are examples
of the modern ICTs. Computer technology works as core to support rest of the
technologies and therefore, may be called as the mother of ICTs. The field of
ICTs is wider and dynamic as new technologies are emerging and innovations are
being made to enhance the capabilities of the existing ones.
The advent of the ICTs seems to have changed the entire scenario of
communication and interactions in human life. Traditionally, much importance
has been adhered to the face-to-face real-life communication and interactions
because of the reason that it helps individuals to understand the body language
of their conversant(s). They can get meaning of some unuttered messages through
the tone of voice, and observing facial expressions, postures and movements of
extremities. They can even know the answers of some unasked questions like if
one can trust by looking into someones eyes. Nonetheless, ICTs enabled
communication and interactions seem to make them scarce.
146
Getting Closer Being Apart: Living in The Age of Information and Communication Technologies
The conventional face-to-face communication and interactions seemingly are

being replaced by the use of social media and cell phones conversations, texting,
instant messaging and emailing. Seemingly, the real-life communication is
becoming second chance and lesser among people and they are being apart even
living together. People seem to be connected technologically but in fact they are
[being] isolated physically. Usually, one can observe people holding a cell phone,
an iPad or a notebook even when they are travelling or walking. Even so they use
a mobile phone when they are driving a car or riding a motorbike being too
careless to save their own lives and that of others.
Apparently, people have become dependent on ICTs for initiating and

maintaining communication and interactions. Particularly, the youth fondly
appears to use modern technologies for communication purpose. One can observe
people using modern technologies to communicate with their friends and/ or
relatives at a distance but ignoring those around them even in homes. Some
individuals use smart phones for listening music or viewing videos while others
use social media. The practice is so common that parents and siblings are usually
observed chatting by text messages even in the same house, and some play games
on mobile phones or computers. It reflects their divesting attitude towards friends
and family members around them and level of ethical considerations.
connecting people technologically and isolating them physically

Conventionally, families and individuals living apart used to get together on
some special event like Eids, Christmas, marriages etc. In past they had to visit
to see each other and sometimes, they would had been waiting for years. They
always seemed more concerned and felt being closer to each other. However, the
advent of ICTs particularly mobile phones and internet including social media
has connected individuals living anywhere in the world. They can stay connected
being physically away.
The internet technology is the basic one of which social media has spurred out
and seemingly it has connected families and friends living far away
geographically. It is cheaper and easier way of communication instead of visiting
personally, calling telephonically or writing letters to someone. It has promoted
opportunities for individuals to extend their social networks by reaching out to
people they would otherwise never meet. The Internet facilitates people from
remote areas to connect with each other and share mutual interests, thus bringing
them closer to each other.
Before the advent of internet and other ICTs people used to sit together and
exchanged their pleasures and pains; and successes and loss with each other. It
147
kept them connected and they were feeling a sense of belongingness, relationship
and wholeness. Now people prefer to spend more time in using technology and
they are using mobile phones and social media even living in the same house for
conversation instead of sitting together. It is also observed that courtesy, social
norms and moral values are diminishing. No doubt the use of ICTs is enhancing
connectivity of people throughout the world but the natural relationships and
personal associations are being weakened.
review of related Literature

It is an undeniable fact that ICTs have connected people all over the world.
Now they can communicate and interact freely with each other without time and
space restrictions. Currently, social media and modern cell phones have become
popular tools of communication, interaction and connectivity even in rural areas
of developing countries like Pakistan. However, it does not necessarily mean that
these individuals are connected under some kinship or alike relationship. Using
mobile phones and other modern devices of communication can disengage one
from his/her immediate environment. It shows ones passive attitude towards
individual(s) next to him/her (Wajcman, Bittman & Brown, 2008) while connecting
to a fellow from a faraway place. Similarly, discussing changes in interpersonal
relationships due to mobile technology Palackal et al. (2011) asserted, mobile
technology tends towards closure rather than opening of networks. One can infer
that it [mobile technology] isolates users from their physical environment. It
insulates them from their immediate environment under their preferences.
Time is all about and nourishing relationships with time flourishes them to be
stronger and trustworthy. The time which one spends in using technology costs
relationships. Deloitte which is one of Australias leading professional services
firms affirmed it in its report (2013) by asserting, the more time we devote to the
phone or the computer, the less time we have available for anything else, especially
for nurturing personal relationships. It means that the use of mobile phones or
computer weakens relationships. Tully (2003) also viewed negative effects of cell
phones on social relationships with increased social anxiety among users.
Throughout the history of mankind family relationships have been considered

stronger and everlasting than any of the social relationships. Family life is more
important than anything else in the life of an individual; but the use of social
media disturbs family life of the users. It was affirmed by the findings of the study
of Jacobs (2014) which was conducted on 1160 married people. A correlation
between marital dissatisfaction and use of social media was found leading to the
inference that the excessive use of social media too absorbs the users to regard
148
their spouses. Naturally, it develops agonizing feelings leading to their separation.

Similarly, the results of the study of Valenzuela, Halpern and Katz (2014)
indicated negative correlation of social networking sites with quality of marriage
and happiness of users; and found it to be positively correlated with feeling a
disturbed relationship and thinking about divorce. The state-wide analysis of the
study affirmed that diffusion of Facebook among couples between 2008 and 2010
was positively correlated with increasing divorce rates during the same duration.
Facebook is the popular social networking site throughout the world. Facebook
penetration and divorce rates are significantly correlated and former is predictor
of the later (Valenzuela, Halpern & Katz, 2014). The study of Valenzuela, Halpern
and Katz (2014) further demonstrated that a 20% increase in Facebook users
appeared to be associated with a 4% increase in the divorce rate. Just updating the
Facebook page, postings and clicks easily become talk of the town scandalizing
and letting others know about a relationship (Ericsson, 2012). According to
Fottrell (2012) a prominent majority (80%) of the US divorce attorneys realized
an increase in number of [divorce] cases who were using social networking sites.
Relationship problems arise by excessive and inappropriate use of modern

communication technologies. Sometimes, people seem to be more concerned
about gadgets and devices than their mates. Yorston (2012) asserted it in a survey
of Relationships Australia Victoria (RAV) as 50% of the relationship counsellors
have had to deal with concerns of their clients about mobile and internet devices.
The survey further revealed negative effects of social media and mobile devices
on ones relationships. Body language and nonverbal cues play an important role
in understanding ones feelings and interpreting the situations. But these are
scarcely found when one interacts through technology and it was affirmed by
ABC Radio (2012). Apparently, the use of ICTs have affected teenagers too.
According to Frost (2014), a parenting expert, social media develop vanity and
egotism among teenagers making them addictive and dependent on their phones,
which has the effect of breaking strong communication and relationships with
friends and family.
It is evident from the above discussion that ICTs particularly, mobiles and
social media have become popular tools of communication but leaving negative
effects of social life of users particularly, the relationships.
Focus of the study

The study focused on social aspect of the use of ICTs. Therefore, it
concentrated on finding out the distracting effects of ICTs on real relationships.
149
It aimed at finding answer to the question, Is the use of ICTs particularly, mobile
phones and social media distracting relationships or lessening the sense of
belongingness with real relatives? In addition, the study aimed to compare the
results obtained from Pakistan to the results obtained from Turkey in order to see
common points and differences between these two countries.
Methodology
It was a descriptive study in nature and adopted qualitative research method.
It mainly focused on finding the answer of the question, How the use of ICTs
particularly, mobile phones and social media is deteriorating or upsetting the
relationships? Therefore, a survey approach was considered appropriate and
adopted to elicit the opinions of the respondents.
context and Participants of the study

It was a small scale qualitative study conducted on students and academia of
the Islamia University of Bahawalpur (IUB), Pakistan and Ankara University
(AU), Turkey. The participation in the study was volunteer. However, participants
were students and teachers of the two aforementioned universities who had been
using social media for more than three years about 3-4 hours daily and having an
android phone for the same period. They were contacted and briefed about the
study in both of the universities by the respective researchers. Time frame for
interview was mutually decided with those who agreed to participate.
collection of responses of the participants

As the participation in the survey was volunteer, purposive sampling technique
was used for data collection from students and academia. The study consisted of
university students and academia of the departments of social sciences from the
IUB, Pakistan and AU, Turkey as population(s). A sample of 60 respondents (45
students and 15 teachers) from the IUB; and 45 respondents (30 students and 15
teachers) from AU were contacted and invited by the researchers in their
respective universities to participate in the survey. However, in response 37 (28
students and 9 teachers) from the IUB and 32 respondents (25 students and 7
teachers) from AU agreed to participate in the survey. Gender balance was ensured
for both of the universities. A semi-structured interview protocol was administered
to get viewpoints of the participants. It was administered personally by the
researchers in their respective universities. Each of the participants was briefed
about the purpose of the study and assured to observe the confidentiality of their
provided information. The researchers conducted interviews in a friendly way and
took down the notes of responses of the participants. The body language of the
respondents was also observed during interview.
150
analysis of responses
After data collection, the notes of the interviews were categorized thematically
by means of qualitative content analysis and elaborated in an academic style for
both of the universities by the respective researchers. The analysis document was
shared through email, discussed by using Skype and WhatsApp and finalized. The
analysis is given in the next section of the study.
Findings of the study

The data analysis and findings of the study are given below:
ignoring the dear ones a wedge in relationships

Apparently, the use of mobile phones is changing the entire societal set-up and
social practices of people. They seem to be bypassing the social norms and values
of the society. Usually, they are seen to ignore their nearer and dearer ones and
connect to those at distance. Sometimes, one is too busy in communication to give
due time to those who are nearer. One of the teachers from IUB described such an
incidents in this way. Once my mother came to see me from our native village to
the city where I was working. She told me about her visit in advance. On the day
of her visit I had to attend a meeting called in emergency by our boss. I became
late to arrive at home than usual. When I arrived at home I came to know that my
mother was waiting for me since afternoon. I sat beside her and apologized for
coming late. She kissed on my forehead and smiled in a cheerful way. We were
talking and during the conversation I received a phone call from one of my
colleagues. He was asking about the proceedings of the meeting. It took 5-7
minutes. Again as we started conversation; I received a call from a friend who
called after a year. He started discussing about education of his son. I told him, I
am with my mother and she has visited me after a long time in a courteous way.
He did not take the hint and continued talking. He wanted getting advice about
admission of his son in a university. It also took 8-10 minutes. My mother was
observing all this. When the call ended I noticed that my mother was not happy.
At night as there was a family dinner and no sooner did we start taking food I
received a call from my boss. He directed to organize a meeting of a research group
next day. He discussed agenda of the meeting and its arrangements. It took more time
than previous calls. At the end of the call rest of the members were also ending up the
dinner. My mother noticed it seriously and scolded in a loving way and said, Phone
calls are too important to have a dinner with mother. The next day she told, I came
to see my son but I am going back to my home in village. Here in city phone calls are
preferred over me (mother). Natural relationships are sacrificed and materialistic
norms are adopted. I cant live in this situation. Hence I must leave and she left.
151
use of icts is rusting the relationships even affection of parents

The use of modern technologies seems to affect the real relationships parents
and siblings. Now people seem to be tele-relatives, net relatives and/ or mobile
phone-relatives. One of the IUB student described her experience in this way. She
said, After getting admission in my BS program I started living in university
hostel. Usually, I visited my home fortnightly. All at home welcomed lovingly
showing their concern and caring attitude. All used to ask about my days at hostel
even my food and sleep. Initially, I did not have mobile phone but on better
performance in first semester my mother gifted me a cell phone. I got hourly
package and talked to my parents, brothers and sisters in the evening for about
an hour. Now when I go to my home, I feel less excitement, emotions and
concern of my parents, brothers and sisters than before. It makes me gloomy. I
think it is due to daily conversation with them on mobile phone. Although it
(mobile phone conversation) keeps me connected but creating psychological
distance among us me and my parents, brothers and sisters.
Although there are some advantages of social media and mobile phone usages
such as communicating with friends and relatives living abroad or different cities,
Turkish students and academia mostly believe in that the social media and mobile
phones destroys the relationships between family members and relatives. One of
the participants said that even during the electric outage he could not find a common
topic to discuss with his family member and they tended to be more caring about
the problems appeared on social media rather than problems of family member.
icts connect people on social cost

The usage of Internet has promoted opportunity of getting together and one can
make friends easily the world over. An IUB student of Bachelor of Education
(Hons.) said while describing his experience of using internet, I have been using
internet when I was studying in a high school and because of it I became able to
make new friends. I usually stay in contact with my friends who are living and/ or
have moved far away for their education or job. Now I have friends throughout
the world. I kill my leisure time in chatting with my friends on social media and
enjoy. I think it has brought me closer to different people and I can talk to them
more often and sometimes at a deeper level. But at the same time, I am spending
less time with parents, siblings and those with whom I used to play during my
childhood & boyhood. Sometimes I feel loneliness and being ignored at home. It
creates distance among family members and sometimes may lead to dissociation.
Social media is being used extensively for advertising and promotional

campaigns to boost up the business and trade, and introducing the new brands. A
152
group of IUB teachers and students appreciated the use of social media by
acclaiming, Social media has helped the business community in developing and
managing their relationships with their customers or clientage. They are
approaching to their beneficiaries quickly and effectively. They can check their
business representatives; know their locations and monitor them. They are being
promoted globally round the clock by cutting the costs on traditional
advertisements. However, at the same time their family and social life seems to
be transformed mechanically by loosening real-life interaction.
Likewise, Turkish students and academia suffer from the same problem. Both
academician and students claims that, although, number of friends from social media
increases, the number of friends from real life tend to decrease since students started
to use social media actively. Thus, using ICT weakens the interaction between the
people in Turkey. One of the AU students stated that even the kids preferred playing
with tablets and mobile phones rather than playing with their peers and toys which
may severely affect both their physical and mental growth and developments.
When it comes to advertisement issue, Turkish people generally complains

about overwhelming burden of advertisement received from different companies.
Another issue about advertisements is that content of advertisements might be
inappropriate for those who are under the age of 18 since the teenagers start to
use mobile phones and social media at their early ages. Thus, people suggest the
idea of restricting either usage of ICT to a certain degree or restricting
advertisements in order to deal with these issues.
human factor is lost in technology enabled communication

An IUB teacher favored technology enabled communication but she did not
forget to appreciate the real-life physical interactions. She said, We can perceive
and understand a lot of [information] through body language and facial
expressions in real-life face-to-face interactions and it is lost when we use social
media or mobile phones for online communication. I have been using internet
particularly, the social media for a long time for communication purpose, but, I
always missed human factor which enhances the effectiveness of the message.
Now-a-days social media seems all pervasive but it cannot be alternative to the
real-life interactions. She further said, I think social media enhances our
connectivity without bringing us closer to each other and dehumanizing our real-
life communication by eliminating face-to-face interactions.
She reminded one of her conversations with her brother and said sighing,
Once through internet messaging I requested my brother to help me in finding a
153
bachelor hostel in a city of UK who was living there for more than ten years. He
simply advised me to log onto the internet and search. I think if it were real-life
face-to-face communication he would have searched one for me. The use of text
messages and e-mail is eliminating conversations between colleagues, friends and
family members. There is lack of face time in conversation on the net leaving too
substance to substantiate the lasting connection between individuals. I have a
lot of my Facebook friends but I cannot trust on them as conversations tend to be
not genuine. In this way although internet is connecting people yet I feel it is
making people isolated and unconcerned towards their fellow human beings.
Information and Communication Technologies not only hinders peoples face-

to-face interaction but also interaction of people with physical world surrounding
them. One of the AU teacher complained about it and continued For instance,
people used to go to bookstores and examine the books, have conversation about
the books. However, one can easily buy e-books via internet paying less money
which appears to be more convenient in todays world. But, it cannot give the joy
and pleasure of buying books from bookstores.
Another issue about technology enabled communication is chat-rooms which

gives opportunity to chat with people that they havent come across with before.
Since these chats take place between opposite genders, in general, and partners
do not know each other, they may cross the moral borders, utter or write insulting
messages which may sparsely appear during a real-life face-to-face conversations.
Thus these chat-rooms also have negative effect on moral values of society and
cause losing human factor in communications.
Mobile phones and social media are disintegrating family unit

Family is a basic unit of society which is composed of individuals and
interactions among them. Interactions and communication makes a family
stronger and its individuals/ members committed. Commitment and loyalty
develop a sense of wholeness and belongingness among family members. The use
of ICTs particularly, mobile phones and social media has intervened into family
life of people. One of the IUB students described that a woman added a person
on her Facebook page and she got divorce. Similarly, one of the female
participants told that she received a message from an unknown number and her
engagement was ended up. Another was girl physically punished by her brother
on account of a missed call from an unknown number. Besides, internet-caf
scandals are appearing as common cybercrimes which are ruing lives of female
users. One may say it conservatism or rigidity but the reality is that all it happened
because of the ICTs internet and mobile phone technology.
154
On the other hand, along with participant from Pakistan, Turkish participants
also asserted that social media and mobile phones prevent the family members
interaction and communication. They mostly complained about the unwanted or
inappropriate comments made by family members or relatives about their sharing,
political and religious views which caused disintegration within their family
members. Because of that some of the students tended to reject friendship offers
of their family members and relatives from social networks such as Facebook.
About all of the teachers asserted that modern communication technologies are
disintegrating our family system by reducing conversation among members. They said, In
evenings all of the family members are at home but NOT sitting together children are
viewing cartoons or playing games on cell phones and laptops, ladies watching their favorite
serial(s) and male members are used to view talks shows and current affairs on television.
Likewise, all of the students were of the voice, Our parents have less time to spend with
us. During daytime they are busy in work and in evenings either they are with guests or
television ignoring us. Majority of the teachers pointed out that they [family members]
have less time even to have lunch and dinner together. It creates a distance between parents
and children which may result in distress, detachment and tendency of being isolated.
technology enabled communication creates mistrust

Being caring, considerate and courteous makes human relationships stronger.
But when one communicates through technology these tend to be reduced.
Usually, people are supportive to each other and extend help in the hour of need.
However, there seems a tendency of excusing and regretting when one uses
technology. It creates mistrust and misunderstanding among individuals. One of
the participants described such an incident, Once I was in hospital in emergency
ward for treatment of my brother. The doctor advised blood transfusion. I was the
only male to attend my brother. I called a relative who lived near hospital and
told him the whole situation. After listening to me he tenderly consoled me and
said, I am out of city but actually he was at home.
cheating through fake iDs on social media is a common fashion

One of the IUB students appeared to be shaky about social media and put forward
his serious concerns. He was cur sing its misuses like bullying. He said, Although the
use of information and communication technologies makes our connectivity possible, in
many ways but it drives us apart. By using social media and cell phones, I am feeling
isolation and being torn off by my family. Besides, cyberbullying has created a fearing
and threatening environments. The availability of social media via mobile phones and
other portable technologies has made youth crazy as they are clinging to it all the time.
It seems to be infused into their lives making them addicted without taking any substance.
155
He further said, Cheating through fake IDs on social media is a common fashion. People
dont know each other personally but through their IDs which often tend to be fake.
Posting false emotional materials for excitement results in fraud and cheating.
Similarly, almost all of the participants criticized the receiving of good news to becoming
millionaires through their e-mail and mobile phone lotteries and some were looted.
On the other hand, Turkish participants suffer from cyberbullying and disclosure of
their private lives in general. Similar to the aforementioned situation, people faced with
fake IDs and fake accounts that ended up with their web pages being hacked or bank
account being looted. Some of the participants complained of being blackmailed even
by their close friends with disclosing their private lives. Therefore, they complained
about feeling unsecured while using social media and were afraid of online shopping.
Another thing that make Turkish academia and students feeling unsecure is some
cell phone applications that ask for the users to share their location. Because of mistrust
caused by fake accounts and possibility of having friends with bad intentions, they
prefer not to share their locations via social media for security reasons. One of the
student said Nowadays, smart phones enable us to access our bank account, webpages
social media accounts by means of a simple application. Therefore, just losing your
cell phone or sharing your password with someone else can easily cause problems that
you cannot imagine and you have to be ready for the unwilling consequences.
social networking sites and modern cell phones as tools of

isolation and anti-socialization
According to a senior university academician, one becomes closer to others
by spending time with them in real life situations. It is matter of concern and care
which develops association. The use of social media and cell phones promotes
virtual connectivity among people. The use of technology only connects
individuals and may compromise their association and relationships. He sighed
and said, The only thing which social media and cell phones are destroying now-
a-days is the human relationships. Social networking sites and modern cell phones
seem to be tools of isolation and anti-socialization agents which hinder real-life
communication and interactions and overlook social skills necessary for living
a successful life. We are forgetting mannerism and social skills even how to
communicate with our concerned (youngers, elders and/or older ones) living in
the same house and / or locality. Now-a-days people particularly, the younger
generation seem to be less social because of the reason that they just sit at home
and type on their computer or iPad instead of coming across with people and
interacting with them. The use of ICTs enhances connectivity but on the cost of
their socialization in real world.
156
Another issue that has to be mentioned about ICT is that it allows people to
work from home which is considered to be an advantage of ICT at first glance.
In fact, it hinders interaction and communication with others and cause to
isolation of people from the society. As the time goes by, they get used to spend
more time at home. Moreover, working from home might cause reduced physical
activity which leads to health problems such as diabetes and obesity.
conclusion(s)
The main focus of the study was on social impact of Information and
Communication Technologies (ICTs) on relationships. Obviously, there are many
uses, advantages and benefits of ICTs in different areas of life and work settings
such as providing and sharing information, entertainment and creating/ promoting
better learning environments (Lepicnik-Vodopivec & Samec, 2012), personal
development (Markovac & Rogulja, 2009) of individulas, developing competences
among children (McPake, Stephen, Plowman, Sime & Downey, 2005) and enhancing
performance (Hussain, 2005) of professionals. However, perceived the social impacts
of technology and said, the real danger is not that computers will begin to think
like men, but that men will begin to think like computers. Now it has become reality
as humans are behaving like machines even in social affairs.
This study through its qualitative data analysis of both of the countries i.e.
Pakistan and Turkey; substantiated that the use of ICTs has reduced physical and
real-life face-to-face human interactions. It has taken over the human emotions
and sentiments rusting the feelings affection of parents and regard of their
children, and trust of/on friends and friendship. It is also evident from the above
discussion that ICTs connect people on social cost ignoring their dearer and nearer
ones. It causes a wedge in real and long-term relationships and disintegration in
family unit(s). ICTs particularly, social media and smart phones are acknowledged
as communication tools but these are appearing to dehumanizing communication
process and becoming tools of isolation and anti-socialization among people.
They are causing cyberbullying, smart phone addiction, nomofobia and the alike
conditions. Cheating through fake IDs on social media is a common fashion now-
a-days. Apparently, people seem to be connected technologically but they are
being isolated physically and psychologically.
recommendations
It was a small scale study therefore, its results may not be generalized.
However, a similar study is recommended on larger scale.
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call for Papers

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Vol.11, No.

1, January 2017 ISSN 19924399

Notes for Contributors

Designed & composed

editorial advisory board (internatiOnaL)

editorial advisory board (natiOnaL)

Prof. Dr. Hironao Takahashi, in the second paper, on Potential of Opening

Prof. Dr. A.Q. Mughal

emergence of egalitarianism by Gender role Dynamics

Potential of Opening Overseas education based

Parental behavior to Discipline their children

Factors of effective Mentoring: an empirical study of

to investigate the Quality of science text book (biology)

Frustration in Pakistani youth due to inadequate Job Placements 77 - 84

impact of Mentoring on teachers Professional Development:

a survey to understand People Perception of Pedestrian bridges

induction Program for novice teachers:

effects of television Viewing on social behavior of

Getting closer being apart: Living in the age of

Such transition is customary recognized as modification of gender role from

conversion from traditional ideological attitude to egalitarianism has progressively

egalitarian Gender role

confinement cohort among post-industrial and industrial societies, but a much

Higher level of education is likely to be related with egalitarian female role

High levels of socio economical statuses are more likely to be related to

The high number of females, is likely to be related with egalitarian attitude.

attitudes towards Women scale (atW) short version

Validity and reliability

Statistical analysis was done manually and by Microsoft Excel 2007.Chi-

H1=nuclear family system is likely to be related with Egalitarianism.

Calculated Value of chi square= 25.758

Calculated Value = 33.128

Calculated Value = 66.626

Calculated Value =0.084

Calculated Value = 8.2775

results and Discussion

Keeping the results of the current study in mind following

Females should be given equal amount of salaries as men at their jobs.

Egalitarian approach should be adapted in society to enlighten ways of

Longitudinal studies should be conduct for thorough understanding of

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Transition: An Interpretation of the Spatial Continuity of Demographic

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