Journal of American Science, 2011;7(2) http://www.americanscience.

org

EFFECTIVE USE OF TEACHING METHODOLOGIES AT

SECONDARY LEVEL IN PAKISTAN
Tariq Mehmood 1, Zahoor-ur-Rehman 2,
1.
Author Tariq Mehmood is Principal at Benevolent Public School, Kohat Road Peshawar and Ph.D. Scholar at
Preston University, Islamabad, Pakistan. tariq_619219@yahoo.com

Abstract: The objective of the study was to investigate the effective use of teaching methodologies at Secondary
level in Pakistan. All the participants i.e.100% of Fourth Six week training workshop on “Educational Leadership
and Institutional Management” for educational managers at Academy of Educational Planning and Management,
Ministry of Education, Government of Pakistan were included in the sample. For the purpose of data collection, a
questionnaire was prepared. Data collected through the questionnaire was tabulated, analyzed and interpreted by
applying percentage. Major findings of the study reveal that (1) teachers’ presents a brief overview of the contents;
(2) teacher’s uses A.V. aids to enhance the student’s comprehension of the concepts; (3) teacher speaks at a rate
which allows students time to take notes; (4) teacher evaluates the success of his teaching by asking questions about
the topic at the end of the session and; (5) teacher assigns homework and checks it regularly. It was concluded that
teachers probe questions answer is incomplete, repeats questions when necessary and also responds students queries
politely and carefully; teacher establishes and maintains vigilant contact with the student’s body movements do not
contradict the speech and takes notes to respond students curiosity and the teachers voice can be heard easily, he
raises and lowers his voice for variety and emphasis. It has been recommended that A.V. materials should be used
more vigilantly by teachers to make their teaching effective, teacher must pay attention to remove sign of
puzzlement to make students learning better and teacher should pay more attention to his own personality and
manners and be cooperative with student’s words.
[Tariq Mehmood, Zahoor-ur-Rehman. Effective Use Of Teaching Methodologies At Secondary Level In
Pakistan. Journal of American Science 2011; 7(2):313-320]. (ISSN: 1545-1003). http://www.americanscience.org.

Keywords: Teacher, teaching methods, strategies, tactics, secondary level.

1. Introduction
Teaching is a complex process which requires The term “Teacher” is used for the person, who
proper teaching methodologies, in order to inculcate teaches the students, guides the learners and enables
knowledge in the minds of the students and to them how to read and write. Encyclopedia of
transfer knowledge to next generation. Secondary education defines teacher education as, “education
education is a turning state therefore; effective and preparation of individuals enabling them become
teaching methodology is to be adopted according to professional teachers.” Frank and Wagrall (1987,
the needs of the students so that proper guidance can p.11) have emphasized the need for making teacher
be given. education dynamic. They suggested that, “in order to
keep pace with- technology changes in society the
According to Vijayalakshmi,K.S.(2004,P.1) teacher education programs of all levels in country
teaching is both an art and a science. Able teachers must be planned in such a way that the teachers
always find ways and means to improve their produced by these programs, are broadly educated,
teaching techniques. With the change in time the scientific minded, uncompromising on quality
teachers are asked to employ newer methods for innovative, but sympathetic towards students.
teaching their pupils more effectively so that they Aggarwal (1990, p.26) has concluded that “teacher
must be able to cope with the demand of the age. The education is that knowledge, skills and abilities
latest techniques of teaching are a need of hour. which is relevant to the life of teachers as teacher.”

The progress of country depends upon the quality It is also important to provide in-service training
of its teachers. Ranga (2005, p.5) has commented on to teacher for adopting proper teaching methods.
teacher education as “the irony of fate, however, is Teacher education is not teaching the teacher how to
that teaching is the most unattractive profession and teach. It is the initiative, to keep it alive, to minimize
teacher no longer occupies an honorable position in the evils of the “hit and miss” process: and to save
the society. Teaching can regain its earlier noble time, energy, money and trouble of the teacher and
status in case the quality of teacher education in our the taught. The necessity of the teacher to perceive
country is improved.” that the course in teacher education would, help him

313
 Journal of American Science, 2011;7(2) http://www.americanscience.org

minimize his trouble, and to appreciate that it would addition, it is hard for teachers to tailor instruction to
save the children from much of the painful process students at different levels.
through which he has himself passed. Teacher
education is needed for developing a purpose and for 2.2 Inquiry-based learning is a teaching method
formation of a positive attitude for the profession. which is rapidly gaining popularity in the United
“Teacher education refers to the policies and States. Based on the scientific method, this teaching
procedures designed to equip teachers with the method can be used for virtually all subjects. Using
knowledge, attitudes, behaviors and skills they inquiry-based learning takes a lot of time, energy,
require to perform their tasks effectively in the school and planning, but it is often very effective. Students
and classroom.”(http://www.wikipedia.com). practice problem solving and critical thinking skills
to arrive at a conclusion. This teaching method is
According to Shami & Hussain (2005,pp.2-3 ) extremely student-centered and student-directed, and
Secondary Education comprises of two stages- can be modified for students at any level, reaching
secondary and higher secondary. The secondary them where they are. Teachers will generally need to
education is of two years duration comprising grades start by modeling the process to the students.
IX-X. There is a secondary schools certificate(SSC)
examination at the end of 10th class and it is
2.3 Cooperative learning is another teaching method
conducted by the Boards of Intermediate and
that is considered highly effective when done
Secondary Education throughout the country. The
correctly. With cooperative learning, students are put
medium of instruction in most of schools is Urdu, in small groups to work together. They are usually
except in English medium schools whereas the higher not grouped by ability, but put in a group with
education grades XI-XII, is imparted at both
children at a variety of levels. The students are then
Intermediate Colleges and Higher Secondary
given tasks to accomplish together. Teachers may
Schools. The students follow two years program of
need to monitor these groups carefully, to make sure
study at higher secondary level, which leads to the they are staying on task and that all students are
Higher Secondary School Certificate (HSSC).The participating. This form of instruction also lends
medium of instruction in science subjects is mostly
itself well to differentiation, because the teacher can
English. The Boards of Intermediate and Secondary
assign specific tasks to children at different ability
Education at the end of 12th grade conduct the
levels. (http://www.wisegeek.com).
examination for higher secondary school certificate.

2. Effective Teaching Methods 2.4 Group discussions, for example, can often work
There are several teaching methods which are well in classrooms of small or moderate size. Teacher
used to teach various disciplines at secondary level in typically acts as a moderator for this type of lesson,
Pakistan. However, majority of the teachers use only so one might begin the discussion but then pass the
lecture method to teach even science subjects i.e. process of learning off to the students. This can be
Biology, Chemistry, and Physics whereas, these one of the most effective teaching methods for
subjects demand practical demonstration. There are students who want to be engaged in their own
many excuses of not adopting modern methods of learning, but can be less effective in other settings.
teaching, the most important is that majority of the
teachers have argument that curricula is lengthy and While many teachers may not view lecturing as
working environment is not provided in public sector. one of the most effective teaching methods, there are
Following are important teaching methods commonly still some settings in which lecturing can work well.
used by the teachers such as direct instructions or Presentation of new information in a concise and
lecturing, inquiry based learning, cooperative informative way can often be important in a
learning and group discussion: classroom. Lecturing can work well in such an
instance, though teacher should typically pair such
2.1 Direct instruction is the most common form of lectures with time for group discussion or other types
instruction. This is the lecturing method of teaching. of work that more effectively engage these students
Many teachers use this teaching method almost and keep them active. (http://www.wisegeek.com).
exclusively, as it is considered the simplest, and one
can cover large amounts of material in a short period
of time. However, this is not the most effective 3. Successful Teaching
teaching method to teach all students, especially Mursell (1954) describes successful teaching as,
younger ones, who often need a more engaging, “it has revealed a number of specific aspects or
hands-on strategy in order to learn effectively. In

314
 Journal of American Science, 2011;7(2) http://www.americanscience.org

emphases in the total pattern of meaningful learning,

which make the general orientation more definite. 4.1 Questioning
 Learning is essentially purposive. It is meaningful A teaching method that includes questioning is
in the sense that it “matters” to the learner. similar to testing. A teacher may ask a series of
 The basic process of learning is one of exploration questions to collect information of what students
and discovery: not of routine repetition. have learned and what needs to be taught. Testing is
 The outcome or result achieved by learning is another method of testing.
always the emergence of insight, or understanding
or intelligible response. 4.2 Explaining
 The result is not tied to the situation in which it Another teaching method is explanation. This
was achieved but, can be used also in other form is similar to lecturing. Lecturing is teaching,
situations.” giving a speech, by giving a discourse on a specific
Ibrahim ((1990, p.12) has also described effective subject that is open to the public, usually given in the
teaching as: classroom. This can also be associated with
demonstrating and modeling.
Main objective of teacher education program has
always been to prepare effective teachers, such 4.3 Demonstrating
teachers should be capable of bringing desired Demonstrations are done to provide an
behavioral changes in their students to an optimal opportunity in learning new exploration and visual
level in relation to the infant in terms of human learning tasks from a different perspective.
energy and material resources expended in the Demonstration can be exercised in several ways.
process. Teachers while teaching in a class room will
have to meet their challenges also to pass through 4.4 Collaborating
various processes, such as communication of the Students working in groups are another way a
content style of presentation, use of audio visual aids. teacher can enforce a lesson plan. Collaborating
In brief, teacher effectiveness in an area which is allows students to talk among each other and listen to
concerned with relationship between the all view points of discussion or assignments. It helps
characteristics of teachers, teaching acts and their students think in unbiased way.
effects on the educational outcomes of classroom
teaching. 5. Teaching Method, Teaching Strategy and
Tactic
It is evident that the teacher has always to adopt It is usually considered that teaching methods,
variety of teaching methods and teaching strategies in teaching strategies and teaching tactics are same, but
teaching his subjects in classroom situation to make there is visible difference in the meaning. Swarup
teaching more effective and result oriented. (1994, p.6-8) has explained these terminologies as
follows:
4. Lesson Planning
For effective teaching a good method must be 5.1 Teaching Method
adopted by a teacher. A teacher has many options In the teaching method, the main aspect is the way
when choosing a style to teach by. The teacher may of presentation and the contents. The teaching
write lesson plans of their own, borrow plans from method is determined according to the nature of the
other teachers, or search alive or within books for contents. There can be three methods of the content.
lesson plans. When deciding that what teaching There can be three methods of presentation. Such as:
method to use, a teacher will need to consider  Telling Method: Lecturing, questioning etc
students background, knowledge, environment, and  Doing Method: Project method
learning goals. Teachers know that students learn in  Showing Method: Demonstration,
different ways but almost all children will respond observation etc.
well to praise. Students have different ways of
absorbing information and of demonstrating their 5.2 Teaching Strategy
knowledge. Teachers often use techniques which The term strategy refers to pattern of acts that
cater to multiple learning. Styles to help students serve to attain certain outcomes and to ground against
retain information and strengthen understanding. A certain others. The word strategy means the
variety of teaching strategies and methods are used to determination of some policy by planning before
ensure that all students have equal opportunities to presenting the contents with the help of which the
learn. A lesson plan may be carried out in following student’s force is faced and the teaching objectives
ways (http://www. google.com): are achieved. Pre-planning is key to success.

315
 Journal of American Science, 2011;7(2) http://www.americanscience.org

 Jason,M.C.(2006) conducted a research study

5.3 Teaching Tactics titled, “effective teaching methods for large
Teaching tactics means the method with which classes” has concluded that the lecture/discussion
new knowledge is marked in the minds of pupils teaching method was the most preferred among
permanently. Teaching tactics are more students. Student comments as to their reason for
comprehensive than the teaching strategies. In other selecting this as the most valuable method seem
words, under a single teaching strategy, by using one to suggest that they have a desire to be somewhat
of more teaching tactics, the lesson can be make easy, active learners, engaging in discussion rather
clear and understandable. than passively listening to a lecture. Overall, the
findings of this study suggest that faculty
6. Taxonomy teaching large classes should attempt to include
Taxonomy is a classification system that is constructive active teaching methods in their
arranged in a hierarchy. According to David J. et al courses whenever possible. Results indicate that
(1985, p-85)”taxonomy is more than a simple most students prefer to be active in their learning
division of material into groups: it involves process. The active and collaborative teaching
understanding the nature of groups and their methods examined in this study are not only
relationships to one another. He further stated that desirable to many students, but they also appear
there are several advantages in using taxonomy. First to produce significant improvement in terms of
and foremost, it facilitates communication. The learning outcomes.
second advantage of using taxonomy is that it is
purely descriptive, without implicit value in any of its 8. Statement of the Problem
categories. It is a system that in itself is neither good The present research was designed to investigate
nor bad. Another advantage is that taxonomy gives us the effective use of teaching methodologies at
a basis for selecting criteria for evaluation even self secondary level.
evaluation. The facilitation of planning is a third
advantage. Teachers have a means of sequencing 9. Objectives
tasks, assessing relative weight given each level and The objectives of the study were to:
evaluating congruency between goals and learning 1. Investigate the effective use of methods of
strategies selected. A final advantage to using the teaching at secondary level.
taxonomy is that the process of learning is enhanced. 2. Explore advantages and disadvantages of various
By evaluating student progress at each level of methods.
domain, learning problems can be diagnosed and 3. To identify the use of teaching methods
remediated. effectively.

7. A brief Review of Previous Researches 10. Significance of the Study

 Yasmin, et al (1984) conducted research study on This study has great importance for the teachers in
“a comparative study of the effectiveness of the general and for secondary school teachers in
inquiry and traditional methods for teaching particular, as this study has collected a lot of
biological sciences in laboratory at the High information about teaching methods, their
School Level.” A sample of 400 students was effectiveness and appropriateness about various
further divided into 8 groups (4 experimental and disciplines at secondary level. Furthermore, study
4 control). The findings of the study reveal that will guide the head teachers in exploring proper
the inquiry approach is more effective as methodologies for teaching. The significance of the
compared to traditional methods. study will also be for the planners and education
managers in policy formulation or revision of teacher
 Haass,M.S.( 2002). In his research study titled, education programs at secondary level in the country.
“the influence of teaching methods on student It will also help in- service teacher education
achievement on Virginia end of course standards institution to award or offer relevant in service i.e.
of learning test for Algibra” suggested that training programs.
Allgibra teachers should emphasize direct
instruction, technology aided instruction, and 11. Delimitations
problem-based learning. These three teaching The study was delimited to all the participants of
methods categories ranked highest in both Fourth Six Week Training Workshop on
analyses. “Educational leadership and institutional
management” for Educational Managers at Academy

316
 Journal of American Science, 2011;7(2) http://www.americanscience.org

of Educational Planning and Management, what the students

Islamabad. knew about the new
topic.
A sufficient amount 2 1 4 3 1 3.56
12. Method of material is 5
The following method was adopted to carry out included in the 68% 16% 16%
the study: lesson.
Teacher states the 8 1 2 3 1 3.88
purpose of the class 1
12.1 Population session in the 76 8 16
All the 25 male and female participants of the beginning.
“Fourth Six Week Training Workshop on Teacher presents a 9 1 3 1 0 4.16
brief overview of 2
Educational leadership and institutional management the content 84 12 4
for Educational Managers” served as population of Teacher makes 12 8 3 2 0 4.2
the study. This included teachers and education explicit the 80% 12% 8%
managers from all over Pakistan. relationship between
today’s and the
previous class
12.2 Sample session.
100% male and female participants of the training Teacher explains 11 9 4 1 0 4.2
workshop were taken as sample. It included heads of new terms, concepts 80% 16% 4%
institutions from all the provinces of Pakistan. and principles.
The introduction 6 1 3 1 0 4.4
used to draw upon 5
12.3 Instrument student’s 84% 12% 4%
Questionnaire was the major instrument of the experiences.
research for the collection of data. A questionnaire The teacher 6 1 1 0 4 3.84
arranges and 4
was developed for the teachers and education
discusses the 80% 4% 16%
managers of the training workshop for the purpose of content in a
data collection. The questionnaire was validated by systematic fashion.
the experts. It was further improved after pilot testing Teacher asked 10 9 4 2 0 4.08
on the heads of institutions of Government Secondary questions 76% 16% 8%
periodically to let
Schools of Islamabad and was then finalized. students participate
in session.
12.4 Data Collection Teacher presents 11 8 3 3 0 4.08
The questionnaire was personally administered to clear and simple 76% 12% 12%
examples to clarify
the respondents i.e. participants of the training abstract and difficult
workshop and collected back after their completion. ideas.
Teacher uses 8 1 5 1 1 3.92
12.5 Data Analysis alternate 0
explanations when 72% 20% 8%
Data collected were tabulated, analyzed and necessary.
interpreted and presented in Table 1. Percentage was Teacher asks 5 1 7 2 0 3.76
calculated by using statistical technique for analysis. questions to illicit 1
The data obtained were tabulated in term of the relationships 64% 28% 8%
among various
frequency. The frequencies were converted into ideas.
scores by assigning the following scale value of each Teacher periodically 9 1 3 1 0 4.16
of five responses: summarizes the 2
SA = Strongly agreed 05 points important ideas. 84% 12% 4%
A = Agreed 04 points Teacher asks 10 8 3 0 4 4.04
questions 72% 12% 16%
UNC = Uncertain 03 points continuously to
DA = Disagreed 02 points build upon the topic.
SDA = Strongly disagree 01 points During group 5 1 8 1 0 3.8
discussions in the 1
Table 01 class the teacher 64% 32% 4%
ensures the
Results of Data Analysis
adherence to the
St ate m e n t S A U D S M e
topic.
A N A D an
Occasionally 9 5 10 1 0 3.88
C A S c o
teacher divides the 56% 40% 4%
re
students in groups to
Teacher asks 15 7 1 2 0 4.4
discuss the topic of
questions to see 88% 04% 08%
the lesson and

317
 Journal of American Science, 2011;7(2) http://www.americanscience.org

present report. Following findings were drawn on the basis of

Teacher uses 12 8 4 1 0 4.24 item analysis of questionnaire:
questions to gain 80% 16% 4%
student’s attention. 1. Majority of 88% respondents agreed with the
Teacher pauses after 7 8 8 2 0 4.24 statement that the teachers ask questions to
all questions to 60% 32% 8% see what the students know about the new
allow students time topic. Mean score is 4.4 which falls within
to think of an
answer.
level of strong agreement with the statement.
Teacher asks 6 1 4 4 0 3.76 2. Majority of 68% respondents agreed with the
probing questions if 1 statement that a sufficient amount of material
a student’s answer is 68% 16% 16% is included in the lesson. Mean score is 3.56
incomplete.
which falls within level of agreement with the
Teacher repeats 13 9 2 1 0 4.36
answers when 88% 8% 4% statement.
necessary so the 3. Majority of 76% respondents agreed with the
entire class may statement that the teachers state the purpose
hear. of the class session in the beginning. Mean
Teacher receives 12 6 6 1 0 4.16
student’s questions 72% 24% 4%
score is3.88 which falls within level of
politely. agreement with the statement.
Teacher establishes 9 1 2 3 0 4.04 4. Majority of 84% respondents agreed with the
and maintains eye 1 statement that the teacher presents a brief
contact with the 80% 8% 12%
class. overview of the contents. Mean score is 4.16
Teacher’s facial and 6 1 4 1 0 4 which falls within level of strong agreement
body movements do 4 with the statement.
not contradict while 80% 16% 4% 5. Majority of 80% respondents agreed with the
demonstrating any
experience.
statement that the teacher makes explicit the
While 17 6 2 0 0 4.6 relationship between today’s and the previous
demonstrating any 92% 8% 0% class session. Mean score is 4.2 which falls
process the class is within level of strong agreement with the
so arranged that
statement.
students can easily
see the actions of 6. Majority of 80% respondents agreed with the
teacher. statement that teacher explains new terms,
Teacher speech is 5 1 7 0 1 3.8 concepts and principles in the class room.
neither too formal 2 Mean score is 4.2 which falls within level of
nor too casual. 68% 28% 4%
When common 4 1 8 0 1 3.72
agreement with the statement.
problems arise in 2 7. Majority of 84% respondents agreed with the
discussions, the 64% 32% 45 statement that introduction of the lesson is
teacher provides used to draw student’s experiences and
leadership to clarify
situation for the
attention. Mean score is 4.4 which falls
group. within the level of strong agreement with the
Teacher varies the 9 1 4 2 0 4.04 statement.
pace of the lessons 0 8. Majority of 80% respondents agreed with the
to keep students 76% 16% 8%
alert.
statement that teacher arranges and discusses
the content in a systematic and organized
13. Discussion manner. Mean score is 3.84 which falls
As the view of the common practice at school within the level of agreement with the
level the lecture method in its various forms is an statement.
effective method used by the teachers. This also 9. Majority of 76% respondents agreed with the
relates to the teaching of overcrowded classes. statement that teacher asks questions
Occasionally teachers do use other methods like periodically to allow students to participate in
demonstration, discussions etc depending upon the the classroom. Mean score is 4.8 which falls
situation and the topic at hand. Demonstration within the level of strong agreement with the
method with all its characteristics is suited to the statement.
learning of practical. This may include the science 10. Majority of 76% respondents agreed with the
and technical subjects. statement that the teacher presents clear and
simple examples to clarify abstract and
14. Findings difficult ideas. Mean score is 4.8 which falls

318
 Journal of American Science, 2011;7(2) http://www.americanscience.org

within the level of strong agreement with the falls within the level of agreement with the
statement. statement.
11. Majority of 72% of respondents agreed with 22. Majority of 80% respondents agreed with the
the statement that teacher uses alternate statement that teacher establishes and
explanations when necessary. Mean score is maintains vigilant contact with the class.
3.92 which falls within the level of Mean score is 4.4 which falls within the level
agreement. of strong agreement with the statement.
12. Majority of 64% agreed with the statement 23. Majority of 80% respondents agreed with the
that teacher asks questions to explain the statement that the teacher’s facial and body
relationships among various ideas. Mean movements do not contradict while
score is 3.76 which falls within the level of demonstrating any experience. Mean score is
agreement with the statement. 4.00 which falls within the level of strong
13. Majority of 84% respondents agreed with the agreement with the statement.
statement that the teacher periodically 24. Majority of 92% respondents agreed with the
summarizes the important ideas. Mean score statement that while demonstrating any
is 4.16 which falls within the level of process the class is so arranged that students
agreement with the statement. can easily see the actions of teacher. Mean
14. Majority of 72% respondents agreed with the score is 4.6 which falls within the level of
statement that teacher asks questions agreement with the statement.
continuously to build upon the topic. Mean 25. Majority of 68% respondents agreed with the
score is 4.4 which falls within the level of statement that the teacher’s speech is neither
strong agreement with the statement. too formal nor too casual. Mean score is 3.8
15. Majority of 64% respondents agreed with the which falls within the level of agreement with
statement that during group discussions in the the statement.
class the teacher ensures the adherence to the 26. Majority of 64% respondents agreed with the
topic. Mean score is 3.8 which falls within statement that when common problems arise
the level of agreement with the statement. . in discussions, the teacher provides
16. Majority of 56% respondents agreed with the leadership to clarify situation for the group.
statement that teacher occasionally divides Mean score is 3.72 which falls within the
the students in groups to discuss the topic of level of agreement with the statement.
the lesson. Mean score is 3.88 which falls 27. Majority of 76% respondents agreed with the
within the level of agreement with the statement that the teacher varies the pace of
statement. the lessons to keep students alert. Mean score
17. Majority of 80% respondents agreed with the is 4.4 which falls within the level of strong
statement that teacher uses questions to draw agreement with the statement.
students attention. Mean score is 4.24 which
falls within the level of agreement with the 15. Conclusions
statement. On the basis of findings following conclusions
18. Majority of 60% respondents agreed with the were drawn:
statement that the teacher pauses after all 1. Majority of the respondents were of the
questions to allow students time to think of an view that teachers ask questions to see what
answer. Mean score is 4.24 which falls within the students know about the new topic.
the level of strong agreement. 2. Majority of the respondents agreed with the
19. Majority of 68% respondents agreed with the statement that a sufficient amount of
statement that the teacher probes questions if material is included in the lesson and the
a student’s answer is incomplete or wrong. teachers state the purpose of the class
Mean score is 3.76 which falls within the session in the beginning.
level of agreement with the statement. 3. Majority of respondents were of the opinion
20. Majority of 88% respondents agreed with the that the teacher presents a brief overview of
statement that teacher repeats answers when the contents; tried to make relationship
necessary so the entire class may get benefits. between today’s and the previous class
Mean score is 4.36 which falls within the session.
level of strong agreement with the statement. 4. Majority of respondents were of the view
21. Majority of 72% respondents agreed with the that introduction of the lesson is used to
statement that the teacher responds student draw upon student’s experiences and the
questions politely. Mean score is 4.16 which

319
 Journal of American Science, 2011;7(2) http://www.americanscience.org

teacher arranges and discusses the contents References

in a systematic manner. 1. Aggarwal, J.C. Development of Planning
5. Majority of the respondents were of the Modern Education. Delhi: Vikas
view that teacher asks questions periodically Publishing 1990.
to enable students to participate in the 2. Frank and Wagrall, C. Encyclopedia of
classroom presents clear and simple Education. London: Oxford University
examples to clarify difficult ideas. Press 1987.
6. Majority of the respondents were of the 3. Haas,M.S. The Influence of Teaching
view that teacher pays special attention Methods on Student Achievement on
when ideas are difficult and asks questions Virginias’ End of Course Standards of
continuously to build upon the topic. Learning Test for Algibra I. Ph.D.
7. Majority of the respondents were agreed that Dissertation.http://scholar.lib.vt.edu/these
teacher ensures adherence to the topic s/available/etd-10062002-
during group discussion in the class and 202857.Retrieved May25,2011.
occasionally teacher divides the students in 4. http://www.google.com.diversity.
groups to discuss the topic of the lesson. Retreived August15,2008.
8. Majority of the respondents were agreed that 5. http:www.wikipedia.freeencyclopedia.Ret
teacher uses questions to draw student’s reived August 20,2008.
attention and the teacher probes questions if 6. http://www.wisegeek.com/what are some-
students answer is incomplete. different-teaching-methods.htm
9. Majority of the respondents were of the 1875.Retrieved May29,2011.
view that the teacher repeats answers when 7. http://www.wisegeek.com/htm. how-do-i-
necessary so the entire class may get choose-the-most-effective-teaching-
benefits and teacher responds student methods.htm Retreived May27,2011.
questions politely. 8. Ibrahim, K.. Effective Teaching. Journal
10. Majority of the respondents were agreed that of Elementary Education. Lahore: 1990;
teacher establishes and maintains vigilant Vol.1.p.12.
contact with the students, body movements 9. Jacob, D. et al. Methods for Teaching, a
do not contradict while demonstrating any Skill Approach (2nded.).Ohio: Charles E.
experience. Marril Publishing Company 1985.
11. Majority of the respondents were of the 10. Jason,M.C. Effective Teaching Methods
opinion that students can easily see the for Large Classes.Journal of Family and
actions of the teacher while demonstrating Consumer Sciences and Education:
and teacher discusses common problems of Vol.24,No.2,Fall/Winter 2006.
students, clarifies the situation for the group. http:www.natefacs.org/JFCS/V242002/V2
4 Carpenter pdf.Retrieved May,29,2011.
16. Recommendations 11. Mursill, J.L. Successful Teaching (2nd ed).
Following recommendations were made on the Tokiyo: McGraw Hell Book Company Inc
basis of conclusions: 1954.
12. Ranga, R.R. Methods of Teacher
1. Teachers should use motivational techniques Training. New Delhi: Discovery
to involve them in learning process Publishing House 2005.
irrespective of the teaching methods used. 13. Shami,P.A., & Hussain,K.S.(2005).
Development of Education in
2. Teachers should select the method of Pakistan.Islamabad: Academy of
teaching in the light of topic and learners Educational Planning and Management.s
need and level. 14. Vijayalakshmi,K.S. Teaching Strategies:
Present Practices and Future
3. Audio- Visual aids should be used more Directions.New Delhi:APH Publishing
frequently by the teachers to make their Corporation 2004.
teaching effective. 15. Yasmin, G. et al. A Comparative Study of
the Effectiveness of the Enquiry and
4. Teachers should pay attention to remove Traditional Methods of Teaching
signs of puzzlement, boredom, curiosity to Biological Sciences in Laboratory at the
make students learned in a better way. High School Level. Lahore: Curriculum
Research and Development Centre 1984.

320