Journal of Educational Research and Social Sciences Review (JERSSR)

An Investigation of the Perceptions of Multigrade Teachers Related to Technological Skills at Elementary Level

Munsif Ali — 2025-06-06

The main purpose of the quantitative study was to investigate technological skills of multi grade teachers at elementary level. Objectives of the study were to investigate the perceptions of multi-grade teachers at elementary level regarding technological skills and to compare the perceptions of technological skills of male and female multi-grade teachers. Number of fifty-six elementary schools of union councils of district Swabi was the population of the study, among these the researcher selected 10 union councils having both male and female primary school teachers attended multigrade training related to technological skills during the session 2023-2024. Therefore Seventy-two male primary schools teachers and sixty-one female primary school teachers were randomly selected by using online sample calculator. The research tool was valid as it was more accurate and authentic results having face validity and concurrent validity. Cronbach’s Alpha .666 reliability of the pilot test was found which was accepted in the field of social sciences. Data was collected and analysed by using SPSS 21. The findings of study revealed that the use of technology was better impact on multi grade teaching furthermore technology is helpful for all grade levels they teach in multi grade system and its mean was 1.96. Results revealed that both male and female primary school teachers (PST) were the identical perceptions related to technological skills in the multi-grade teaching. Additionally, empirical research on the usage of technology during multigrade at the elementary level was suggested for future researchers in order to obtain more accurate results.

Epistemological Beliefs of English Language Teachers and their Impact on Instructional Practices: A Case Study of Abdul Wali Khan University Mardan

Azmat Ali Shah — 2025-06-10

The study's objective was to investigate the epistemological views of English language instructors and how these beliefs are associated to their instructional practices. Nature of the study was quantitative. All faculty members at English department were the population of the study. Twenty respondents were selected through convenient sampling technique. Data about teachers’ epistemological beliefs and practices were collected through separate questionnaires. Data was tabulated and analyzed through mean, standard deviation, t-test and co-relation tests. It was found that teachers' epistemological beliefs were not well developed. Significant variations existed among the epistemological beliefs' dimensions. Additionally, there was no conclusive link between teachers teaching practices and their epistemological ideas. It is recommended that the university may arrange a training or a workshop for the teachers on epistemological beliefs relationship with teaching strategies.

Influence of Lexical and Syntactic Knowledge on L2 Reading Comprehension

Mamoona Shahzad — 2025-06-26

Among the various components of reading comprehension, lexical and syntactic knowledge have been widely studied but conflicting perspectives remain on their respective contributions to reading comprehension. The current study aims to address this gap by investigating the contribution of these two components to L2 reading comprehension among Pakistani ESL learners, focusing on whether these contributions differ between learners with high and low reading proficiency. By employing the Component-Skills Approach developed by Carr and Levy (1990) the current study focuses on identifying individual differences in L2 reading comprehension. The study involved 100 gender-balanced undergraduate students enrolled in randomly selected departments of the University of Sargodha and utilized four tests for data collection that helped determine the participants’ lexical breadth, depth, syntactic knowledge and L2 reading comprehension. The results indicated that for high-proficiency learners, syntactic knowledge was the stronger predictor, followed by lexical depth and breadth. For low-proficiency learners, a similar pattern was observed, with syntactic knowledge showing the strongest predictive power. The results of the current study have important implications for ESL teaching strategies, highlighting the need to focus on both syntax and vocabulary development to enhance L2 reading comprehension among Pakistani learners.

Audiences’ Perception’s Analysis of Gen-Ai in Science Fiction Films

Dr. Hayam Qayyoum — 2025-06-30

This study aimed to analyze the audience’s perception of generative artificial intelligence in science fiction films. Quantitative study, purposively selected sample from three major universities of Islamabad, representing the undergraduate and graduate students of the country. For this purpose, Gen-AI science fiction films from different eras were selected. In media ecology, media’s impact on people’s perception, understanding, feeling, and value is measured while they interact with new forms of technology. This article answered the extent of the effect of generative artificial intelligence in science fiction films on audience perception. The findings revealed that there is a very limited effect on audience perception due to the availability of other sources of Gen-AI. They are also very aware and easily distinguish between what is real and what is generated.