A Study About Selected Paractices in the Semesters of Bs (Hons) Program at Hazara University

7/25/2019 A Study About Selected Paractices in the Semesters of Bs (Hons) Program at Hazara University

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A STUDY ABOUT SELECTED PARACTICES IN THE SEMESTERS OF BS

(HONS) PROGRAM AT HAZARA UNIVERSITY

HAZARA UNIVERSITYMANSEHRA, KPK, PAKISTAN

APRIL 2016

Written by:

1. Asim Ihsn.

2. !r" #$ $in.


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Abstract:

Er%ier &r$'ti(n )s %imite$ t( *('rteen yers (* e$'+ti(n. 't *r(mthe %st *e) yers, the e$'+ti(n stn$r$ hs been +hn&e$ n$*('rteen yers (* e$'+ti(n shi*te$ t( si-teen yers (* e$'+ti(n t( *'%%%

the +riteri (* &r$'ti(n. !('r yer $e&ree /r(&rm is ery he%/*'% n$ it+(ers %% the ne+essry s/e+ts (* &r$'ti(n $e&ree ++(r$in& t(internti(n% stn$r$. !('r yers $e&ree /r(&rmme in+%'$e ei&htsemester )ith t)( semesters /er yer. In *('r yers $e&ree /r(&rmmessi&nments n$ 'i""es re ten re&'%r%y )hi+h +(nin+e st'$ents t(st'$y (n re&'%r bsis. !'rtherm(re they re +(ntin'('s%y in(%e in+$emi+ enir(nment. T)( ty/es (* e-ms re ten in e+h semesters,in+%'$in& mi$3term e-m n$ n% term3e-m. 4r$in& /(int er&e54PA is +%+'%te$ (n the bsis (* mi$3term, n% term e-m,ssi&nments n$ 'i""es tht )ere ten $'rin& the semesters.H()eer, tten$n+e %s( /%ys n im/(rtnt r(%e in semester system.

Th(se )h( $(n7t '%i*y the minim'm tten$n+e re'irement re n(t%%()e$ t( enter t( the e-minti(n h%%. In sh(rt *('r yer $e&ree/r(&rmme hs ery /(sitie im/+ts (n +$emi+s n$ st'$ents/r(*essi(n% &r((min& n$ they re in(%e in st'$ies thr('&h('t theyer.

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AcknowledgementWe would like to express our sincere appreciation to our Project supervisor Dr. XYZ for their

invaluable guidance, support and encourageent.!heir perpetual energ" and enthusias in

research had otivated their advisees, including us. #n addition, he was alwa"s accessible and

willing to help his students with his research. $s a result, research life becae eas" and sooth

and rewarding for us. #t has been our great pleasure and honor to have worked with hi.

We would also like to express our gratefulness to all the facult" , staff and graduate

%tudents in the Departent of &ducation, for their caring and support during our stud" at

'a(ara )niversit", *P*, Pakistan. +inall", we would like to thank our failies and friends

for their encourageent and help, especiall" our parents who have devoted all their

efforts in us, We are grateful for their continuing understanding and countless support

throughout our entire life.

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List ofTable 1.8-1: Degree Standardized format Scheme for B.A/B.SC(Hons)................ .............. .............. .......... ...... ..... ...11

YTable 2.1-1: Department of English-Credit Hours.............. .............. .............. .............. .............. ........ ..... ...... ..... .....12

YTable 2.1-2: Department of English-Year 1 Course Coverage................. ............... .............. .............. ............. ...... ..12



YTable 2.1-5: Department of English-Year 4 Course Coverage................. ............... .............. .............. ............. ...... ..12Table 2.2-1: Department of Economics-Credit Hours............... .............. .............. ............... .............. .............. ....... ....12

Table 2.2-2: Department of Economics-University Core Courses................ .............. .............. ............... ......... ..... .....12

Table 2.2-3: Department of Economics-University General Courses................ .............. ............... ............ ...... ..... .....12

Table 2.2-4: Department of Economics- Economics Foundation Courses................ .............. .............. ............... ...... .12

Table 2.2-5: Department of Economics- Economics Core Courses................. .............. .............. .............. ...... ...... .....12

Table 2.3-1: Department of Communication and Media Studies-Credit Hours............... .............. .............. ....... ...... ..12

Table 2.3-2: Department of Communication and Media Studies-Year 1 Course Coverage.......... ......... ...... ..... ...... ...12




Table 2.4-1: Department of Conservative Studies-Credit Hours............... .............. .............. .............. .............. ........ ..12

Table 2.4-2: Department of Conservative Studies-Compulsary Courses............... ............... .............. ............ ..... ...... .12

Table 2.4-3: Department of Conservative Studies-Refresher Courses................. .............. .............. .............. ..... ...... ..12

Table 2.4-4: Department of Conservative Studies-Foundation Courses................ .............. ............... ...... ...... ..... ...... .12

Table 2.4-5: Department of Conservative Studies-Major Courses............... .............. .............. ............... ............ ...... ..12

Table 2.4-6: Department of Conservative Studies-Elective Courses................. .............. .............. ........ ...... ..... ...... ....12

Table 2.5-1: Department of Botany-Credit Hours................. ............... .............. .............. .............. .............. ...... ..... ....12

Table 2.5-2: Department of Botany-Year 1 Course Coverage................... .............. .............. .............. ...... ..... ...... ......12




Table 3.5-1: Semester Course Marks Distribution Creteria................... .............. ............... .............. ...... ...... ..... ...... ...12

Table 3.5-2: Grading Policy.................. .............. .............. ............... .............. .............. .............. .............. .............. ......12

Table 3.5-3: Equivalence Between Numerical and Letter Grading.................. .............. .............. ............... .......... ..... .12

Table 3.5-4:Grade Point Calculations...........................................................................................................................12Table 3.5-5:Grade Point Average Calculations............................................................................................................12

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Chapter 1: INTRODUCTION

#t usuall" takes four "ears to coplete % -hons degree. #nitiall" four "ear bachelor degree

s"ste was not deplo"ed in Pakistan. 'owever, there are an" advantages of four "ear degree

progra, including higher chances of eplo"ent, health" salaries and abilit" to stud" ore to

get post graduate degree.

1.1. Introduction to S!hon"#:

% -hons is a terinolog" used for four "ear bachelor/s degree progra which akes it

different fro two "ear/s associates/ degree progra which was coon before deplo"ent of

four "ear degree progra. %tudents need to pass interediate level to be eligible for % -hons

degree progra. % -hons is consists of eight seesters covering two seesters per "ear,

depends on the polic" of )niversit".

1.$. Rea"on to %et S !hon"# de%ree:

!hose people who are in hurr" to join a workplace are ore concerned about the tie re0uired tocoplete a four "ear bachelor/s degree. $lthough to facilitate those people soe school offer 1"ears accelerated degree progra. 2an" students take ore than four "ears to coplete their %-hons degree.

'owever, econoical and professional benefits of four "ear degree progra cannot be ignored.).%. 3ensus ureau report in 4561 shows that 748 of bachelor degree holders were offeredeplo"ents in 4561. 3opare to other diploa or e0uivalents, % -hons have high chances ofgetting a job.

+urtherore, % -hons degree holders earn attractive salaries and cofortable jobs. !heDepartent of &ducation in ).%, 9ational 3enter for &ducation %tatistics reported that peoplewith high school diploa earn edian of :15,555 while those people having % -hons degree orhigher earn a edian of :;overnent universities and private sector universities. 2an"

students are eager to stud" in top ranked universities. >etting adission in top ranked

universities have different criteria '&3 usuall" announce ranking ever" "ear national wide. %o

different universities deand for entr" test while other look for students previous acadeic

background.

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?egardless of universit" nae, ake sure that "ou are stud"ing in '&3 or P&3 recogni(ed

universit" because it is ver" necessar" for getting adission in 2%@ 2.Phil. or if "ou are

appl"ing for job. A4B

1.(. Ad)anta%e" and Di"ad)anta%e" o* *our +ear de%ree

pro%ra,:

2ost of the people including parents and students don/t aware of advantages and disadvantages

of four "ear degree progra.

#n ; "ear progra students have to wait longer to start their careers and is also expensive

than 4 "ear progra because of its longer period.

$lthough ; "ear degree progra is tie consuing and expensive but it is a flexible

degree in which student takes broader range of courses which helps the in getting wide

spectru of jobs throughout the world.

!hose students who want to pursue his aster studies abroad, especiall" in $erica will

not need to stud" an extra "ear in Pakistan or #ndia, if the" get adission in bachelor four

"ear degree progra.

+our "ear degree progra is a cobination of classes, assignents, 0ui((es, field works

and suer caps which develop the skills of students both practicall" and theoreticall".

%uer internships are also part of four "ear degree progra.

3ourse is coposed of four "ear with the cobination of eight seesters. %tudents face

stud" burden due to axiu subjects, assignents and 0ui((es which is the ain cons

of four "ear degree progra.A1B

1.-. 'hat i" a *a"ttrac/ de%ree pro%ra,0

!he fast track degree progra which is also called accelerated degree progra helps to save theone" on tuition fees as copared to long courses. #t copletes all the courses necessar" in long

courses but in a short duration of tie, which a" include the stud" load on students.

Due to rules and regulation in different countries and institutions, there is variation in tie

re0uired for degree copletion.


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$ large nuber of universities introducing fast track degree progra due to rising fees and high

level of students depts. which accelerates the degree copletion tie and done it in just two

"ears.

Cuestion coes in ever" one ind that how is it possible ut the answer is cr"stal clear that it

is possible, "ou a" need to work extra tie and carries extra load of studies to get the sae0ualit" degree in shorter tie.

1.-.1. Di"ad)anta%e" o* *a"t trac/ de%ree pro%ra,:

'artwick 3ollege reported the success of fast track degree progra and even $erica itself is

resistant to this progra.

#n a surve" in 4566 it was observed that students of four "ears degree progra usuall" takes

ore tie to graduate, onl" ;5@;=8 coplete degree in re0uired tie frae. !his a" be due toseveral reasons like transferring of students fro one college to other and changing the ajor

etc.

2an" )niversities deplo"ed fast track degree progra but after soe tie the" revert their

decision due to lack of interest b" the students. ecause students wants to spend ore tie in

college and the" cannot afford ore books to stud" in short duration of tie.

%iilar is the case in 3anada, in Entario ost of the students expressed their interest in four "ear

degree progra. %o the three "ear degree progra is not coon there.

!uition fees and other stud" costs are higher in four "ear degree progra and those people who

are unable to coplete the degree in tie ake their expenses even higher. +ast track degree

progra is better for those people who are in search of earl" job and who want to get job earlier

A;B.

1.. 2act a3out De4hi Uni)er"it+ *our +ear de%ree pro%ra,:

2an" %tudents and parents were against the decision of converting three "ear degree progra to

four "ear and the" protested against this decision.

!he )niversit" akes soe changes in the polic" and changed 1 "ear duration of degree into ;"ears. $ccording to the new polic" of universit" student should have to stud" a course in four

"ears to speciali(e that subject or the" can get adission in 4 "ear traditional progras like $

or .co.

$ccording to new polic" it was necessar" for the students to stud" 66 foundation courses and 1

discipline courses.

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!he Fice@3hancellor of the Delhi )niversit", Dinesh %ingh said that he change in curriculu has

an" benefits for students and this new structure will bring positive change in educational

approach. #n this new structure, %tudent will have to take eleven copulsor" subjects in 6 sttwo

"ears A=B.

1.5. E6ui)a4ence criteria 3et7een S ( +ear and Traditiona4 $+ear de%ree:

#n 455


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Eery st'$ent (* seni(r %ee% i.e. 9thyer is re'ire$ t( )rite thesis n$

)i%% $( his;her internshi/ in n (r&ni"ti(n )hi+h is re%te$ t( his;her

$is+i/%ine.

Ta34e 1.81: De%ree Standardied *or,at Sche,e o* .A9.Sc. !Hon"#.

Chapter$ ;iterature Re)ie7

Education:

&ducation is the conve"ing of knowledge, skills and habits fro one person to another. #t is the

ost powerful tool that brings a person into the light of knowingness fro darkness of illiterac".

#t brings awareness in the people. People with good education have ore opportunities for better

life. &ducated workers have high orale and are ore productive for their copan" and

organi(ation. !he econo" of countr" is developed b" educated workforce. +oreign countries

take interest in countries having high education workforce. &ducated people also pla" an

iportant role in enriching the culture of countr" through their participation in local and national

forus. !he iportance of education can be seen fro the fact that an" countries spent a ver"

high proportion of budget on education A;B.

En the other hand, soe people think education is too uch expensive and tie consuing

nowada"s and this one" and tie can be spent on business for better outcoe. !he" think the

world is becoing technical da" b" da" and skills are ore iportant than education given in

institutions AGB. !he value of degree is lost and ever"one is copeting for job. !he industries

nowada"s deands technical skills re0uired for knowing their business and give little iportance

to degree 0ualit" and the characteri(ation of the previous attended institution A64B.

Modes of Education:

. T(t% N(. (* Bre$it H('rs 1803186b. Semester ='rti(n 1631 Wees+. N(. (* Re&'%r Semesters 0$. B('rse L($ /er Semester 1320 Bre$it H('rs


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!he odes of education in Pakistan includes Priar" level , secondar" level , higher secondar" ,

graduate level, post graduate level , doctor and post doctor .

System of Education:

#n Pakistan ever" universit" has its own education s"ste which akes it difficult to an outsider

to judge the perforance of the student through hisHher transcript. &ducation s"stes used in

Pakistan universities are based onI Percentage &valuation and >rade point average ->P$. 2ost

universities used >P$ >rading s"ste while there are few universities which prepare results of

students through percentage evaluation.

!here are 4 ain t"pes of education s"stes working in Pakistan.

6. %eester %"ste.

4. $nnual s"ste.

9owada"s, the education s"ste in an" universities is shifted fro annual s"ste to seester

s"ste.

Annual System:

#t is the traditional education s"ste of Pakistan in which the students are evaluated annuall"

once in the "ear. !his s"ste has its own erits and deerits which are discussed belowI

Merits of Annual System:

#n $nnual s"ste the best thing is the better grading s"ste because the evaluation of students is

done through external teachers and the students don/t ention their naes on their papers. #t is

ver" fair s"ste for the evaluation of students. #t/s another erit is depth knowledge because in

this s"ste students can utili(e ore tie in their studies and can know deepl" about an" topic.

!he students reeber the things for long tie. !he students have lesser burden in this s"ste

because students are just evaluated once at the end of the "ear. !he" just have burden once in

exa ties at the end of "ear.

Demerits of Annual System:

!he deerits if $nnual s"ste includes the assessent of students through external teacher

rather than class teacher due to which class teacher cannot cover the understanding gap betweenstudents and teacher because of teacher unawareness.. !he disadvantage of this s"ste is less

participation in the class. #n this s"ste ostl" teacher delivers the lectures and as assessent of

students is not continuous in this s"ste like seester s"ste that/s wh" ost students donJt

participate in class due to which their personalit" is not grooing too uch. $nother proble of

this s"ste is attendance proble. Due to longer tie period of the assessent of students,

ostl" students take it eas" and donJt attend the classes on regular basisA


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Semester System:

#t is the ost adopted s"ste of education in Pakistan. !his s"ste is consisting of 4 seesters

in the "ear. !he teachers follow the structure of seester defined b" adinistration of universit".

%eester s"ste is good for students but in Pakistan the rules of seesters are not strictl"

followed b" adinistrators which affect the goals of this ethod AGB.

Merits of Semester System:

!he advantage of this s"ste is that students ostl" learn technicall" and rata s"ste doesnJt

work here A7B .!his s"ste is best for students as it keeps students bus". #n this s"ste teachers

have great power and authorit"K as aking, checking and grading of paper is done b" the. !he

idea behind giving too uch power to the teacher is to judge the student well.

Demerits of Semester System:

!his s"ste overloads an" students due to which the" lose interest in studies. Due to overloadost student cheats in assignent and 0ui((es and donJt take it seriousl". #n this s"ste an"

student prepare fro previous papers for the sae teacher because ost teacher repeat their

papers which the" have alread" prepared for previous "ear students. Due to this fact ostl"

student take advantage of it and secure good grades and affect the hard working students. #f we

talk about extra@curricular activities in seester s"ste, then it is disadvantages for seester

s"ste because it greatl" affects the 3>P$ of students. %eester is a tough s"ste for studies

and giving tie to activities in it greatl" affect the studies. !eacher have a great power of

authorit" ut ost teachers use it in wrong wa". %oe teacher akes eas" papers to show that

heHshe is teaching perfectl" b" showing students grades. %oe teachers use their power against

the students which teachers don/t like and soe teacher use it in favors of soe students.

Structure of Semester System:

!he seester s"ste period is fro 6G to 6< weeks. #n seester s"ste >P$ based grading

s"ste is used. !here are also 4 t"pes of universities using >P$ based grading s"ste. %oe

universities use $bsolute grading s"ste while ostl" use ?elative grading s"ste. #n absolute

grading s"ste the student assessent is done through their individual abilities and hard work

while in ?elative s"ste the assessents of students are done through according to their

perforances related to the toper of class. $ great nuber of students like this s"ste because of

its short interval. Due to less tie an" students cannot absorb the subjects properl" and forget

the things the" have learned in the seester. %tudents are evaluated an" ties in seester

s"ste i.e. through 0ui((es and exas -final and idters. 2iniu G 0ui((es per seester is

conducted in seester i.e. 1 0ui((es before idter and 1 0ui((es after [email protected] $ssignents

per seester is also given to student i.e. 1 before id@ter and 1 after id@ter. %eester is

consisting of 4 exas i.e. id@ter and final ter exa.

Attendance or Regularity:

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'a(ara )niversit" deands good attendance fro students because )niversit" believes that

without it students cannot achieve their potential and cannot get benefits fro 0ualit" teaching

and best learning experiences the universit" provides. #proving and aintaining attendance or

regularit" needs a coitted partnership fro both parents and universit" staff b" working

supportivel" with "oung people. #n order to fulfill its own belief, universit" has an appropriate

s"ste to onitor attendance.

TEACH!" METH#D#L#"ES

During teaching, teachers are alwa"s looking for the best ethod which is beneficial for all the

students of the class. !eachers want that the class should be in their control i.e. orderl" and all

their students should enjo" the learning process. !he efficienc" and appropriateness of

ethodologies used b" teacher for teaching is connected with characteristic of learner and the

class roo environent A6=B. !he approaches used b" teacher for teaching is classified intoI

!eacher 3entered $pproaches.

%tudent 3entered $pproaches.

Chapter &: COURSE COVERA


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Year 3redit 'ours

Year6 1;

Year4 15

Year1 15

Year; 1G

Table 2.1.1 De!a"#$e%# &' E%l*+ , C"e-# H&"* /10

& Curricu4u, Structure:

!he Duration of course is ; "ears.

!he course is copleted in < seesters.

!he students have to subit the research ?eport -!hesis in +inal "ear i.e. ; th"ear.

( Re6uired Cour"e":

1 Year" 1:

Table 2.1.2 De!a"#$e%# &' E%l*+ Yea" 1 C&"*e C&e"ae /10

$ Year" $:

12


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& Year" &:


( Year" (:

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$ Depart,ent o* Econo,ic":

!his four "ear undergraduate degree progra 0uip the students with skills and abilities re0uired

for the logical evaluations of polic" proposals and statistical investigations of huge projects that

will help then in their future acadeic and professional career. !his departent provides 0ualit"

and professional education in the anking, &ntrepreneurship and +inancial &conoics. !he

ediu of instruction is &nglish for all degree progras offered b" this departent.

1 E4i%i3i4it+:

3andidate with +.$H+.sc or e0uivalent 0ualification and securing ;= 8 aggregate arks.

Passing the &ntr" test and #nterview is copulsor".

$ Credit Hour":

B('rses Bre$it H('rsA #niersity B(re +('rses 2 #niersity 4ener% +('rses 29B E+(n(mi+s *('n$ti(n +('rses 2C= E+(n(mi+s B(re +('rses 86

E E+(n(mi+s E%e+tie B('rses 1

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Table 2.21 De!a"#$e%# &' E6&%&$6*,C"e-# H&"* /10





!here are ;; courses in this progra.

!he nuber of !otal credit 'ours is 615.

( Re6uired Cour"e":

1 Uni)er"it+ Core Cour"e":

Table 2.2.2 De!a"#$e%# &' E6&%&$6*, U%e"*#7 C&"e C&"*e* /10

$ Uni)er"it+


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Table 2.2.3 De!a"#$e%# &' E6&%&$6*, U%e"*#7 Ge%e"al C&"*e* /10

& Econo,ic" 2oundation Cour"e":

Table 2.2.4 De!a"#$e%# &' E6&%&$6*, E6&%&$6* F&%-a#&% C&"*e* /10

( Econo,ic" Core Cour"e":

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Table 2.2.5 De!a"#$e%# &' E6&%&$6* , E6&%&$6* C&"e C&"*e* /10

- Econo,ic" E4ecti)e Cour"e":

Table 2.2.8 De!a"#$e%# &' E6&%&$6*, E6&%&$6 Ele6#e C&"*e* /10& Depart,ent o* Co,,unication and =edia Studie":

!his Progra is designed to polish and groo the skills of student to keep pace with

advanceent occurred in the field of counication and edia studies. !his progra speciali(e

the student in newspaper production, !.F, %ocial edia, research and radio production. !his

course provides 0ualit" education both theoreticall" and practicall" that enables the students to

achieve professional goals in the field of counication and edia studies. Developent of this

field has ajor ipact on the developent of this odern world. !o enhance the research

abilities of the students, various courses have been included in this discipline to exaine theeffect of edia on the various spheres of life.

1 E4i%i3i4it+:



1C


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$ Curricu4u, Structure:





& Credit Hour":


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$ Year" $:

Table 2.3.3 De!a"#$e%# &' C&$$%6a#&% 9 Me-a S#-e* , Yea" 2 C&"*e C&e"ae /10

& Year" &:


1D


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( Year" (:


( Depart,ent o* Con"er)ation Studie":

!his four "ear undergraduate degree progra 0uip the students with skills and abilities re0uired

for the logical evaluations of polic" proposals and statistical investigations of huge projects that

will help then in their future acadeic and professional career. !his progra is coposed of

ulti@disciplinar" subjects of 616 credit hours. 2ajor courses of this progra have


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$ 3opulsor" courses 4=

?efresher courses 4;

3 3onservation foundation courses 11

D 2ajor 3ourses ;4

& &lective 3ourses 64

Table 2.4.1 De!a"#$e%# &' C&%*e"a#&% S#-e* , C"e-# H&"* /10





!here are ;4 courses in this progra.


( Re6uired Cour"e":

1 Co,pu4"or+ Cour"e":

Table 2.4.2 De!a"#$e%# &' C&%*e"a#&% S#-e* , C&$!l*&"7 C&"*e* /10

$ Re*re"her Cour"e":

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Table 2.4.3 De!a"#$e%# &' C&%*e"a#&% S#-e* , Re'"e*+e" C&"*e* /10

& 2oundation Cour"e":

Table 2.4.4 De!a"#$e%# &' C&%*e"a#&% S#-e* , F&%-a#&% C&"*e* /10

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( =a>or Cour"e":

Table 2.4.5 De!a"#$e%# &' C&%*e"a#&% S#-e* , Ma:&" C&"*e* /10

- E4ecti)e Cour"e":

Table 2.4.8 De!a"#$e%# &' C&%*e"a#&% S#-e* , Ele6#e C&"*e* /10

- Depart,ent o* otan+:

!his ; "ear progra is consisting of < seesters. !he departent offers copulsor" and basiccourses related to botan" in 6stfour seesters. #n reaining four seesters, it offers advance

courses related to botan". !he whole progra is consisting of total 615 credit hours. !he courses

offered are based on both theoretical and practical work. !he ediu of instruction for all

courses offered b" this departent is &nglish. $ssessents of students are done b" this

departent according 'a(ara )niversit" rules relating to exaination.

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1 E4i%i3i4it+:



$ Credit Hour":

Year 3redit 'ours

$ Year6 14

Year4 15

3 Year1 1G

D Year; 14

Table 2.5.1 De!a"#$e%# &' Ba%7, C"e-# H&"* /10




!he students have to subit the research ?eport -!hesis in +inal "ear i.e. ;th"ear.

( Re6uired Cour"e":

1 Year" 1:

Table 2.5.2 De!a"#$e%# &' Ba%7, Yea" 1 C&"*e C&e"ae /10

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$ Year" $:


& Year" &:


2


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( Year" (:


Chapter (: TEACHIN< =ETHODO;O


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F"e 3.1 T7!e* &' #ea6+% $e#+&-&l&e*

1 Direct In"truction:

#t is the traditional teaching st"le in which teacher teaches students through lectures and led

deonstrations. #t is the priar" teaching ethod under the teacher centered approach in which

the teacher is the sole supplier and priar" counicator of knowledge. #t is the ost effective

teaching st"le for teaching the basics and fundaental skills of an" field A7B.

2or,a4 authorit+: #n direct instruction teachers are in position of power andforal authorit" because of their expensive knowledge and experience over thestudents. !eachers take great care of class roo anageent and focus on rulesand expectations.

E?pert:#n this st"le of teaching as students are viewed as just receptor of *nowledge and

inforation -ept" vessels therefore an expert teacher is re0uired to pla"

priar" role to guide the students directl" in learning process. !eachers areexpertise with in the class roo and are in the possession of all knowledge and

inforation.

@er"ona4 =ode4:

2C


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#n personal 2odel of teaching students learn b" cop"ing and

observing teacher/s process. #n this odel teacher teaches the student how to

access and coprehend the knowledge.

$ In6uir+ 3a"ed ;earnin%:

!his teaching st"le falls under student centered approach in which students pla" an activerole in their own learning process. #n this ethod teachers pla" a role of facilitator i.e.helping students in their learning process b" providing guidance and support to the.%tudents focus on investigation and hands@on learning in this teaching st"le A


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pla"s a passive role b" just engaging the students in their learning process while

students pla" an active role through discussion in groups. #n this teaching st"le

teacher acts as a resource to students b" reviewing their progress and answering

their 0uestions.

&.1. Teacher centered approache":

#n this teaching ethodolog" teacher have full control on the class and act as priar"

counicator of instruction or knowledge. $ll of the focus of the students is on their teacher.

!eacher pla"s a role of speaker while the students pla" the role of listener. During activities ever"

student work individuall" and collaboration is discouraged.

F"e 3.1.1 Tea6+e" Ce%#e"e- A!!"&a6+

&.1.1. Ad)anta%e":

!he classroo reains orderl" because the teacher has full control of the class and

activities. %tudents learn independentl" and have great copetition in the class which helps the

students to ake their own decisions. #t/s an eas" approach for students to learn fro knowledge and experience of teacher

without aking great efforts.

&.1.$. Di"ad)anta%e":

!he counication skills of students a" suffer because the work alone and don/t learn

to collaborate with other class fellows.

2D


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2ost students iss iportant facts because their inds a" lose focus on lecture

because the" can get bore fro this ethod as the" just act as listeners. #n this ethod student cannot express theselves.

&.1.&. Teacher Centered Approache" in Detai4":

!eacher centered approaches are followingI

6. Lectures.4. Deonstrations.1. $ssignents and 'oework.

&.1.&.1. ;ecture":

#t is the traditional ethod in which teacher possess full control on class and act as priar"

counicator of knowledge. !he pace and se0uence of instruction is directl" anaged b"

teacher A65B. #n this ethod teacher just deliver the lectureHinstructions and cannot assure

whether %tudents have learned the aterial or not.

A#Approache" *or i,pro)in% ;ecture":

!he $pproaches used for iproving the lectures areI

+eedback Lecture.

>uided Lecture.

?esponsive Lecture.

Deonstration lecture.

a#2eed3ac/ ;ecture:

#n this ethod teacher gives a lecture of 6=@45 inutes. !eacher gives an outline of lecture then

heHshe lectures fro that outline with student taking notes of it. $fter that 6=@45 inutes are

given to students with 0uestions based on lecture to answer. $fter student answers, 65@6=

inutes teacher uses facts, big ideas and ke" concepts to ensure understanding A66B.

3#


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#n this ethod teacher gives a list of objectives to students. !hen teacher gives 65@6= inutes

lecture fro class notes. During lecture students are asked to just listen the lecture and don/t note

it and are expected that the" should be able to recall inforation. !hen individual assessent is

done fro = to 65 inutes, in which students write all the inforation recalled b" the. !hen 65

t5 6= inutes/ students work in groups to construct concepts, ideas and facts about the topic.

!hen student ask 0uestions fro teacher for 65@6= inutes for issing inforation A64B.

c# Re"pon"i)e ;ecture":

#n this t"pe of ethod teacher once in a week give 6= to 45 inutes to students for 0uestions on

topic covered during week. #n this ethod at least one 0uestion is asked b" ever" student about

recent or coing topics fro teacher to answer. !hen teacher delivers lectures according to those

0uestions and tells the student wh" these 0uestions are iportant and answer it. !eacher also

called soe volunteer students to answer the 0uestions A61B.

d#De,on"tration 4ecture":

#n this ethod teacher delivers the lecture for 6= to 45 inutes fro class notes.6=@45 inutes is

for deonstration which can occur at an" tie in the lecture. +or 6=@45 inutes teacher calls on

student for deonstration of process or procedure A6;B.

#In"truction" *or i,pro)in% ;ecture":

Lecture should be delivered ore as discussion.

Different t"pes of lectures and organi(ing patterns should be integrated. Fisuals and anipulative should be integrated into the lecture.

&.1.&.$. De,on"tration":

#t is the ethod used in teaching the student to explain the topic b" using exaples or

experients. Deonstration is done in order to teach the student practicall" about the application

of theories. #t is an activit" perfored b" teacher in order to understand their student A6=B.

A#Ad)anta%e":

%tudents learn faster through Deonstration.

!he teacher can instantl" see istakes of students and can correct it easil".

#t provides 3onceptual learning to students.

$ctivel" engageent of students in learning activities.

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#Di"ad)anta%e":

#t is the ost tie consuing ethod of teaching.

!his ethod ostl" fails when there is large nuber of students.

3ounication barrier. #t re0uired a skillful instructor.

C#2our "tep" to 3etter De,on"tration:

Deonstration can be iproved b" using following four steps.

6 !he trainer should start deonstration at noral pace and the participants should onl"

watch what are the process and their outcoe.

4 !he trainer should do the deonstration again at lower pace with explaining each andever" difficult step and participants should watch and note the process of each step.

1 !he trainer should deonstrate for 1rdtie at lower pace and this tie participant should

also do the sae step with the trainer.; !hen the trainer should allow the participants to do the activit" b" their own in order to

ensure that the" can do it b" theselves and have learned how to do it.

&.1.&.&. A""i%n,ent" and Ho,e7or/:

#t is a tool of teaching in which teacher gives opportunit" to student to develop and appl" new

knowledge in hoes related to the topic learned in class. #t pla"s ver" iportant role in the

learning process of student. !he goal of hoework is to practice the learned skills of class in

hoe.

A#enet" o* Ho,e7or/:

'oework involves parents in their children education.

#t develops autono" in the students.

#t iproves the acadeic perforance of the student.

#t increases efficienc" of students in educational field.

&.$. Student Centered Approache":

#n this ethod of teaching focus of teaching activit" is shifted fro teachers to students. %tudents

pla" an active role as participants in their learning. !he" ake their own decisions about what to

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learn and how to learn. !he" work in collaboration and onitor their own learning. #t is a

cooperative learning ethod in which students work together as tea on projectHprobles and

achieve level of confidence in knowledge or skills, foration of positive attitude towards

knowledge, ac0uisition of creative proble skills and depth of understanding of course aterial.

#t is totall" based on student experiences i.e. past experiences and the experience the" achieve in

class roo fro teacher. Learning is a process of discover" in this ethod because teacher just

develops an activit" in which student theselves arrive to an answer through group discussions

A6GB.

&.$.1. Ad)anta%e":

%tudents work together in group and learn counicative and collaborative skills.

%tudents take ore interest because the" interact with each other for learning and

participate activel".

&.$.$. Di"ad)anta%e":

3lassroos are often nois" because of discussion of students in class.

!eachers face difficulties in anaging class.

%oe students want to work alone and face difficulties in learning through this ethod.

$s teacher teaches in the for of groups in which soe student a" iss soe iportant

inforation.

&.&. DiBerence" 3et7een Teachin% Approache":

Differences between teachers centered $pproaches and %tudents centered $pproaches areI

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F"e 3.3.1 D''e"e%6e be#;ee% Tea6+e" a%- *#-e%# 6e%#e"e- Me#+&-&l&e*

Teacher centered Approach:

!he teacher transfers its knowledge to students.

!he role of student is passive and the" just receive inforation fro teacher.

#n this ethod assessent is used to onitor the learning of students.

!his ethod ephasi(es on right answer to the 0uestion.

2ode of learning is copetitive and individualistic.

Enl" students are learner.

Student centered Approach:

!he knowledge is constructed b" the student working together in group through

discussion and teacher onl" pla" role in it as facilitator or supporter.

%tudent pla"s active role in learning process.

$ssessent is used to diagnose learning.

!his ethod focus on learning fro errors.

2ode of learning is cooperative, supportive and collaborative.

!eacher and students learn together.

&.(. Teachin% in HaaraUni)er"it+:

'a(ara )niversit" provides 0ualit" education to students. !eachers of the universit" use different

strategies and ethods to help the students in their learning process. &xperience teacher of

universit" provides cofortable environent to the student in class which help the in their

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studies. !eachers also exaine the student through different wa"s which help the in their

course studies as well as in the developents of different skills. !o aintain 0ualit" teaching,

universit" has set of regulations for teachers and expects the to follow it strictl".

&.(.1. Re%u4ation" *or Teacher":

$ !eacher can conduct the course in universit" through lectures, discussions,

deonstrations, seinars, practical work in laboratories and field work. &ver" !eacher should teach specified courses for each discipline which is approved b"

the copetent authorit" as defined in 'a(ara )niversit" $ct, 6MM7. !he ediu of instruction for an" discipline should be &nglish, except in language

courses.

&.(.$. Re%u4ation" *or Teacher E)a4uation:

#t is the responsibilit" of the head of institute to evaluate the instructor of ever" course

through hisHher students. #t should be done in the absence of instructor to aintain ipartialit".

#t should be done in the last week of seester.

!he evaluation should be done anon"ousl" i.e. the student is supposed to not indicate

hiself or herself. !he evaluation of instructor through hisHher students should be sheared with instructor for

iproveent.

&.-. Cour"e a"ed A""e"",ent:

$ssessent is the anal"sis and testing of student inforation in order to iprove student

learning .$ssessent akes a learning process of student ore effective and also help the

teachers in iproving their teaching st"le as assessent gives feedback to teachers that up to

what extent his Hher students get up the knowledge delivered b" hiHherA67B.

Cour"e 3a"ed A""e"",ent:

#t is the ethod of assessingHtesting the student with in the classroo environent b" using

course content, objectives and goals to iprove the learning process of students.

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&.-.1. I,portance o* Cour"e a"ed A""e"",ent:

3lassroo course based assessent is ver" iportance because of its strong ipact on learning.

+ro 3ourse based assessents teacher knows about the wa" students perceive the course

aterials, class and their own work A6


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O3>ecti)e":Te+her hs t( $es+ribe the s/e+i+ behi(rs *(r the st'$ents

in (r$er t( e-hibit them in the +(nte-t (* the +('rse.

Identication and Articu4ation o* Cour"e


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What is the relation of data collected fro assessent of students with "our articulated

course goals and objectives

What are the gaps between the data "ou collected and "our course goals and objectives

What other inforation is needed to know about whether students are going towards

their objectives achieveent or not

Step &: I,pro)in% the cour"e S+44a3u":

!eacher should have to iprove his s"llabus according to the data collected fro the assessent

of students. 3ourse s"llabus is first line of counication between teacher and students and

without it teacher is unable to exaine the student abilities or skills effectivel". !his is the step

for teacher to iprove hisHher teaching and learning process fro the results obtained fro the

assessent of students A4


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3# Sur)e+":

%urve"s are the inforal assessent techni0ue used to collect the data on student/s attitudes,

opinions and behaviors in understanding which can be gathered during class or outside class. !he

surve"s illustrate the student engageent with course, their isconception, their prior knowledge

and coprehension A15B.

c# Chec/ *or under"tandin%":

#n this techni0ues teacher stop lectures for few inutes to identif" gap in learning process.

!eacher during that break ask 0uestions for student to know how uch the" are getting the

lecture and also allow student to ask the 0uestions in the area where the" feel confusion.

#2or,a4 Techni6ue":

a# C4a""


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and have own rules and regulations for it. 2ost universities have separate departental

exaination coittee in each departent for efficient conduction of it.

3# @ro>ect" and pre"entation":

$ presentation is one of the ost essential parts of assessent of students in universities becauseit develops counication skills and confidence of students. Presentation is beneficial for

speaker as well as all other students who listen it. Projects assessent helps the student to learn

practical ipleentation of theor" the" have learned in the class. %oe projects are research

base in universit" which develops anal"tical abilit" of students.

c# @ort*o4io":

!he students subit portfolios at the end of course which shows the progress ade b" student in

that seester. #n portfolios students are asked to spell the concepts and techni0ues used, the

hurdle faced and thee addressed which bring sense of copletion to the learning process.

&.-..


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+or fair $ssessent of students, teacher can involve an" contributors to the process of

assessing. 3ontributors can beI

Ether teaching colleagues.

$utoated assessent-3oputer

&xternal &xainers. 3ounit" representatives.

&xpert professionals

%tudents assessing their peers.

%tudents assessing theselves.

!eacher can adopt an" techni0ues for assessing the student but he ust take care that assessent

fairl" shows the abilities and skills of the student.

&.-.8. Su%%e"tion *or i,pro)in% Cour"e 3a"ed

a""e"",ent":

2ake a test and wait for one da" before reviewing it.

?eview the test and then give it to "our friend to review it.

During the review, check the following pointsI

Directions for solving the test are clear and accurate.

Cuestions included in the test were covered in the class.

!he test can be done in allotted tie.

!he test should be according to the level of students.

&.-.. Interpretin% u"in% C4a""roo, 3a"edA""e"",ent":

#n this step teachers have to deterine what the evidences fro the data collected fro the

assessent of students tells about their progress towards the goals teachers set for the course

A1;B. +ollowing are the 0uestions which a" help the teacher while interpreting data fro

assessentsI

'ow uch inforative that data is "ou collect fro $ssessent techni0ues in order to

understand the student learning process

What is the relation of data collected fro assessent of students with "our articulatedcourse goals and objectives

What are the gaps between the data "ou collected and "our course goals and objectives

What other inforation is needed to know about whether students are going towards

their objectives achieveent or not

What the data fro the assessents shows the each student value

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Who are the students about who "ou still can/t get enough inforation fro the

assessents

3onsider the following points while answer above 0uestionsI

e fair, during arking papersHtest ensure the student confidentialit" b" taking studentsnaes off the paper and just do the assessent of students according to aterial written

b" the in paperHtest.

During anal"sis of student/s abilities through course based assessent consider both

0uantitative and 0ualitative techni0ues.

&.-.1F. Cour"e a"ed A""e"",ent" in Haara Uni)er"it+:

'a(ara )niversit" +ocus on $ssessents of students because it believes that it has strong ipact

on learning. +ro 3ourse based assessents teacher knows about the wa" students perceive the

course aterials, class and their own work A1B. #t directs the students/ attention to the particularaspects of course contents and b" specif"ing different techni0ues and wa"s of processing

inforation A;B. %tudents focus ore on studies and do great efforts in learning process as the"

know their skills and abilities will be tested A=, GB.%tudents can learn different t"pes of learning

fro different t"pes of $ssessents. A7,


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!hose students are eligible to set in exaination who fulfilled the following rulesI

'e H%he should be on the rules and regulations through the seester.

'e H%he should have ore than 7= 8 attendance.

!here should be no dues on student b" the coenceent of the seester.

#n ever" course the evaluation of students should be done through on the basis of I

Cui((es.

$ssignents.

2idter exainations.

Presentations.

>roup discussions.

+inal &xaination.

%eester Projects.

!he distribution of arks for ever" course in seester is done through following

criteria given in table in the for of percent weightage arks.

&valuation 3ategor" 2arks Distribution

3lass tests 658

Cui((es, $ssignents, Presentations 458

2idter &xaination 6=8

+inal &xaination ==8

!otal 655Table 3.5.1: Semester Course Marks Distribution Criteria

#f a student isses a class test with genuine reasons i.e. illness etc. with the prior

perission fro teacher in written for then the student should take ake@up test

which will be arranged once. $ student will be awarded (ero arks if heHshe fails to

appear in ake@up test and will be the final result. #n the Mthweek of each seester 2idter exaination will be held and the final

exaination will be held at the end of each seester. !he idter and final

exaination will be held on dates fixed b" dean in consultation with the chairan of

the departent. !he duration of tie for idter exaination will be 6 hour while for final

exaination will be iniu 4 hours. #n seester s"ste there will be no suppleentar" exaination and students who fail

the course will have to repeat the course. $ll the exaination will be internal except the thesis exaination which will be

conducted b" the external exainer.

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!here shall be departental coittee for each departent consists of 1 ebers to

solveHdecide all the probles related to evaluation. !he decision ade b" this

coittee shall be final. !his is the responsibilit" of teacher to send a stateent to chairan of departent

about the lectures delivered and practical conducted b" hisHher together with

attendance record of each student in the course. !hose students are not allowed to sit in the exainations who are the defaulters of

universit" dues. #f a course includes laborator"Hpractical work, then laborator" course will carr"

separate arks and there will be written and practical exaination for it. #f there is a field work in an" course of the departent then its ethod of evaluation

shall be deterined b" the concerned departent.

&.-.1F.&.Re%u4ation" *or E?a,ination Aid":

Writing aterials -Pen, Pencil, ruler and eraser etc. are onl" allowed in exaination

roo. ringing of 2obile phones is not allowed in exaination roo.

ags, notes and all written aterials should be left outside of exaination roo.

&.-.1F.(.Re%u4ation" *or ue"tion paper:

!he teacher is responsible for setting of 0uestion paper in accordance with 'a(ara

)niversit" Polic". $s per seester s"ste rules, 9o choice in attepting the 0uestions.

!he teacher is responsible to aintain the balance of 0uestion paper according to the

exaination polic" and should cover all the essential topics of the s"llabus covered. #f the teacher of an" course is not present on the da" of paper, the chairan of the

departent will appoint another teacher for that purpose.

&.-.1F.-.Re%u4ation" *or In)i%i4ator":

#nvigilators are selected b" departental exaination officer after the approval of

chairan of the departent. #nvigilators will report to the superintendentHDeput" superintendent 15 inutes before the

paper starts.

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#nvigilators will ensure that the students are seated on their own seats according to their

seating plan. #nvigilators should warn the student before the start of paper against the use of unfair

eans and should direct the students to surrender an" unauthori(ed aterial before paper. !his is the responsibilit" of #nvigilators to not allow the students which arrive to

exaination center 15 inutes after coenceent of exaination. #nvigilators will not allow the students to leave the exaination hall within one hour of

coenceent of exaination #nvigilators can allow the students to visit the wash roo in special circustances and

should be controlled carefull". #nvigilators should report the superintendent of exaination if exainee is detected in

using unfair eans. #nvigilators should take the attendance of the exainees on attendance sheet and should

check it when all the exainees write their roll nubers on it.

&.-.1F..Re%u4ation" *or Re"u4t:

!he ?esult of each course should be announced within 65 da"s after the exaination.

!eacher should subit the result on tie because late subission will cause difficult" in

running universit" atters according to defined universit" schedules.

&.-.1F.5. Re%u4ation" *or =aintenance o* E?a,ination

Record":

!his is the responsibilit" of controller of exaination to aintain the exaination record

and issue the transcripts. !he role of controller exaination should be as central record office and the departent

will be responsible for the announceent of result. !he concerned course teacher will prepare the result and will take its ; copies. 'e will

keep one cop" with hiselfHherself, displa" one of it on notice board and will subit

other 1 copies to the departental exaination coittee.

&.-.1F.8. Re%u4ation" *or


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2arks range in 8 >rade Points -value >rade

M5 and above ;.55 $O


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G< 4.< 3O %$!#%+$3!E?Y

G7 4.7 3O %$!#%+$3!E?Y

GG 4.G 3O %$!#%+$3!E?Y

G= 4.= 3 %$!#%+$3!E?Y

G; 4.; 3 %$!#%+$3!E?YG1 4.1 3 %$!#%+$3!E?Y

G4 4.4 3@ %$!#%+$3!E?Y

G6 4.4 3@ %$!#%+$3!E?Y

G5 4.5 3@ %$!#%+$3!E?Y

rade Points ->P can be calculated as I

&xa Weightage !otal 2arks 2arks Ebtained

Cui((es and $ssignents 4= 8 6=5 665

2idter &xa 4=8 655


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!otal 6558 =55 1rade Point 1.7>rade O

!he %eester >rade point $verage ->P$ and 3uulative >rade Point $verage -3>P$

can be calculated b" the following relations.

!he ethod for calculating the >rade Point $verage ->P$ is given in table belowI

3redit 'ours-3' >rade >rade Points->P 3' Q >P

1 $ ; 1Q;64

1 1 1Q1M

1 $ ; 1Q;64

; 3 4.; ;Q4.;M.G

1 + 5 1Q55

!otal 6G !otal;4.G

Ta34e &.-.-:P$ ;4.GH 3';4.GH6G4.GG

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Chapter -: Attendance or Re%u4arit+

'a(ara )niversit" deands good attendance fro students because )niversit" believes that

without it students cannot achieve their potential and cannot get benefits fro 0ualit" teaching

and best learning experiences the universit" provides. #proving and aintaining attendance orregularit" needs a coitted partnership fro both parents and universit" staff b" working

supportivel" with "oung people. #n order to fulfill its own belief, universit" has an appropriate

s"ste to onitor attendance.

4.1. RES@ONSII;ITIES O2 THE @ARENTS:

#n order to obtain 0ualit" education b" their children, it is necessar" for parents to acknowledge

their responsibilities b"I

&nsuring that their children attend their classes regularl" and punctuall". !he" should work in partnership with universit" in order to ake their children future

bright b" inforing universit" about the changes in childJs life which a" affect hisHher

learning. Parents have to eet all socials and eotional need of their children through fail"

support.

(.$. Re"pon"i3i4it+ o* Uni)er"it+:

!he universit" provides welcoing and safe environent to students which helps the in best

perforance and encourages regular attendance 'a(ara )niversit" has appropriate s"ste for

regular attendance because universit" believes that absence fro universit" affects continuit" of

learning and leads to under achieveent.

(.&. Uni)er"it+ re)ie7 o* Attendance @o4ic+:

'a(ara )niversit" reviews its attendance polic" after each "ear based on governent and other

affiliated bodies policies through coittee.

Re"pon"i3i4itie" o* Co,,ittee:

!o proote high level of attendance b" students.

!o produce attendance polic", this will counicate with parents, students and universit"

clearl". !o check the accuracies of registers with governent guidelines.

!o pa" attention on irregular students and involve their parents using the attendance

s"ste of universit". !o be alert to ake changes in attendance patterns according to situations

9D


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(.(. Haara Uni)er"it+ Re%u4ation" *or Attendance":

!hose students will be allowed to set in exaination whose attendance is not less than 7=

8 of the lectures delivered to the in each course and sae for practicalHlaborator"

course. $ student whose attendance is less than 7= 8 but greater than G= 8 a" be allowed b"

DeanH'ead of departent after ade up the deficienc" in consultation with the teacher of

specified course. $ date wise record of attendance should be kept b" the teacher and counting of

attendance will start fro date of coenceent of lectures. !he absence of student due to hisHher participation co@curricular activities outside 'a(ara

)niversit" a" not be counted as absence after hisHher perission fro copetent

authorit". &xaination adits cards are not issued to short attendance students.

$ student with attendance less than G= 8 of the lecture delivered will repeat the courseagain when offered.

#f a student is absent fro a class for consecutive 4 weeks or ore without an" genuine

reason then the teacher of course will cancel hisHher adission fro the course and then

the adission can be restored onl" on appeal to the teacher with in the = da"s of the

cancellation order with pa"ent of =55 rupees. #t will be the responsibilit" of the teacher

that heHshe will infor the chairan of the departent about cancellation and restoration

of the adission of the students in that course. $ student can leave up fro class for 7 da"s after hisHher application approval fro

chairan of the departent. #f a student wants a leave up of ore than 7 da"s than the

vice chancellor will grant the leave up to hiHher after the recoendation of the

chairan of the departent. !he axiu leave on genuine reason will not exceed 15

da"s in one seester.

(.-. enet" o* Attendance *or Student:

2ost teachers agree with the fact that student attendance facilitates the learning activit" in

different wa"s. !he activities in classroos like 2ultiedia classroo presentations , auditor"

presentation of aterials and classroo discussions target a broader range of learning st"les as

copare to textbooks alone.%tudent in the class hears teacher perspective on the topic and theinforation provided b" teacher is ore fresh and related to current ties than that found in

textbooks. #n addition to gain knowledge fro teacher, student in class also learn fro their

classates through group discussions and also shares its own knowledge with the.

!eacher uses different ethods in class which enhance critical thinking skills of students.

!eacher can ask the students to explain their views about the topic and can provide challenging

environent to the b" giving task to the to use the learned things outside the field. !he ore

0


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students anal"(e and exaine the topic, the ore the" learn. #n %hort, $ttendance affects the

grades of students A1=B and the acadeic skills developent A1GB.

(.. EBect o* "tudent Attendance on Teacher:

!he student feedback is ver" iportant in iproving or odif"ing facult" teaching.%tudents/presence in a class is learning opportunit" for teacher because the feedback of students

increases the level of understanding which helps the teachers in delivering lectures in accurate

wa". !eacher receives positive incoe of their investent in class with good attendance. With

good attendance of students teacher feels cofortable in class and share exciteent about his

lecture and in return student reflects sae level of enthusias.

(.5. Student Vie7" a3out Attendance:

2ost of the student agrees that $ttendance is ver" iportant. $ surve" is conducted fro 455

students of both upper and lower level at >eorge 2ason )niversit" A17B.!he result of the surve"is given belowI

< percent people reported that class notes of the issed lecture are as useful as attending

class. !hese < percent people have low >P$ as copare as copared to those students

who values attendance ore than class notes. 2ost of the student reported that there is a strong relationship between attendance and

final course grades. $lthough ajorit" of student agreed that attendance is ver" iportant, 4H1 student said

that the" would iss ore class if the" could get the lecture notes fro professor.

%tudent iss the classes because of an" reasons like the" find class boring, have socialobligations A1


53/57

discussions and lectures should be included in test to conve" to the students that class

tie is of value. !he surve" in class shows that including iportant course aterial

discussed in class highl" influenced student attendances A1MB. !eacher should deliver new inforation in class rather than repeating the aterial

included in book because if student can find the aterials in books then the" will take no

interest in class and will learn the things fro book for tests. !eacher should provide inforation and entertainent at sae tie to avoid student

boredo and capture their attention and interest through hisHher better counication

skills A;5B. #f the lecture delivered b" the teacher reflects eleent of student background, future or

interest then surel" it will attract the students and the" will take great interest in it and

will increase the attendances of students.

(.8.$. @o4icie":

%oe teachers believe that student should be free to decide freel" about their attendance in classwhile other teachers believe that attendance should be andator" for the students. >enerall",

universit" should have their own universit" polic" because students follow the polic" when the"

know the reasoning behind it. )niversit" should strictl" appl" their attendance polic" because

students ignore the policies which are not enforced. %oe enforced policies are discussed belowI

Ene strict polic" is to attach the attendance of student with grading. 2ost of universities

and teachers don/t agree with this polic" because the" think it diinish the real desire of

students for learning and secondl" the" know there are an" probles in this coplex

world that can happen with students due to which the" will face difficulties as result of

this polic". #nclude class participation in grading. !his polic" is ost popular because it has an"

advantages. %tudent participates activel" in class but soe teacher do not follow it as

the" think that ost students just participate without having authentic knowledge and

waste valuable tie. Ene disadvantage of this polic" is that ost students b" nature

cannot participate in class because of sh" nature even the" have better knowledge about

the topic.

#nclude 0ui((es and assignents in class. !his polic" is ost adoptable. %tudents attend

the classes because 0ui((es and assignent is conducted in class on variable interval

schedule.

(.8.&. C4a""roo, En)iron,ent:

%tudents want to spend ore tie in a place where the" are cofortable and have a value.

!herefore, the environent of classroo pla"s ore iportant role in increasing the interest of

student in class as copare to aterial presented.

2


54/57

#n order to increase student attendances in class, teacher has to ake a class like a

counit" where each eber contributes inforation with each other and ever"one

has tolerance to accept disagreeent.

!eacher should have to announce the rewards for good attendance on onthl" basis to

encourage students.

(.8.(. Indi)idua4 Accounta3i4it+:

#ndividual accountabilit" is ver" iportant in the class to increase the student interest in class

and course. #ndividual accountabilit" is ver" difficult to accoplish in large classroo but

teacher can do their best to learn the nae of students because learning naes of student shows

that teacher are taking interest to teach the with great care which in turn increase student

interest in class.A;6B

Re*erence":

/10httpIHHwww.hu.edu.pkHoldwebsitehuHwebtestHhuweb.htl.

/20httpIHHstud".coH;R"earRdegrees.htl.

8
http://study.com/4_year_degrees.htmlhttp://study.com/4_year_degrees.htmlhttp://study.com/4_year_degrees.html


55/57

/[email protected]@ of@four@ "ear@)ndergraduate@courses@6646566555;7R6.htl.

/40httpIHHwww.topuniversities.coHstudent@infoHchoosing@ universit"Hfast@track@degree@progras.

/50httpIHHwww.ndtv.coHcheat@sheetH65@ facts@about@ delhi@universit"s@ four@"ear@undergraduate@prograes@fro@this@ "ear@=45rabinger, Preparing %tudents for Lifelong LearningI $ ?eview of #nstructional

+eatures and !eaching 2ethodologies, Perforance iproveent Cuarterl" journal, Folue 6G, #ssue 4, pages GS

4=, Nune 4551.

/uided Lecture Procedure, Nournal of ?eading Fol. 44, 9o. 7

-$pr,,6M7M, pp. G54@G5;.

/1303owan, Nohn,V!he ?esponsive LectureI $ 2eans of %uppleenting ?esource@ased #nstructionV, &ducational

!echnolog", v4; n64 p60Do"le, W. $cadeic Work. ?eview of &ducational ?esearch =1-4I 6=MS6MM, 6M


56/57

/210ull, N. and 3. 2c*enna. lueprint for 3oputer@$ssisted $ssessent, LondonI ?outledge+laer, 455;.

/220>ipps, 3. F. e"ond !estingI !owards a !heor" of &ducational $ssessent. LondonI +aler Press, 6MM;.

/230'"nd, 3., N. 'olschuh and '. 9ist. Learning coplex scientific inforationI 2otivation theor" and its relation

to student perceptions.?eading and Writing Cuarterl" 6GI 41S=7, 4555.

/2402c*eachie, W. N., P. ?. Pintrich, Y. >. Lin and D. $. +. %ith. !eaching and Learning in the 3ollege 3lassrooI

$ ?eview of the ?esearch Literature. $nn $rbor, 2#I )niversit" of 2ichigan, 6M


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/3>0%leigh, 2. N., 3ase", 2. ., U?it(er, D. ?. -in press. %hould # sta", or should # go%tudent and facult" perceptions of acceptable reasons to iss class.!eaching of Ps"cholog".

/4?02ester, 3. %., U!auber, ?. !. -Nanuar" 4555 $cting lessons for teachersI )sing

perforance skills in the classroo. $P% Ebserver, pp. 64@61, 4=.

/410uskist, W., U%aville, . *. -2arch 4556. ?apport@buildingI 3reating positive

eotional contexts for enhancing teaching and learning. $P% Ebserver.

Documents

A Study About Selected Paractices in the Semesters of Bs (Hons) Program at Hazara University