Impact of lecture method on students learning in Islamic study at secondary level at faiz ganj.

1. Sample of Research Synopsis
Impact of lecture method on students learning in Islamic
study at secondary level at faiz ganj.
Supervisor: Dr. Jam Muhammad Zafar
Researcher: Mansoor Ali Channa
Roll No: DTE 0115-13
Session 2018
Department of Teacher Education
Shah Abdul Latif University (SALU) Khairpur

2. Impact of lecture method on students learning in Islamic
study at secondary level at Faiz Ganj
1. Introduction
School environment are tools, innovations, and advancements utilized in diverse educational
settings to serve varied education-related purposes. Emerging Lecture is a new Lecture that is
currently being developed, or will be developed within the next five to ten years. The use of
Lecture in various fields has been so successful and beneficial for teachers to reach some
particular goals especially in education. History is witness that use of Lecture has been denied
even it was the dire need of time. Countries made them developed one; on the other side Lecture
remained only topic for discussion how to execute it in education policies.
Miller, Green, and Putland (2005) state that A Lecture is still emerging if it is not yet a “must-
have.” For example, a few years ago email was an optional Lecture. In fact, it was limited in its
effectiveness as a communication tool when only some people in an organization had regular
access to it. Today, it is a must-have, must-use Lecture for most people in most organizations. In
this sense a Lecture can be a standard expectation in the commercial or business world, while
still being considered as “emerging” in the education sector. The proposed definition of school
environment also implies that technologies cannot be seen as being “emerging” out of context.
More specifically, technologies may be emerging in one area, while already being established in
another area. (Doering & Veletsianos, 2007).
Technological innovation and advancements have brought about massive societal change. In
comparison, Lecture’s impact on education, teaching, and learning has been rather limited (Bull,
Knezek, Roblyer, Schrum, & Thompson, 2005). No doubt, multiple factors were observed but
global change and development in all areas is output of ICT use. It was much better for
government give first priority to use ICT frequently in education system. Now it has been
realized that there is immediate need of emerging Lecture to strengthen education with the help
of its use and foundation work has been done on it. Nowadays the use of Lecture is the integral
part of education which resolves all the issues and challenges of education ubiquitously.

3. Mobile learning is defined as any service or facility that supplies learner with general electronic
information and educational content that aids in acquisition of knowledge regardless of location
and time (Lehner & Nosekabel, 2002). Vavoula and Sharples (2002) suggest three ways in which
learning can be considered mobile as "learning is mobile in terms of space, it is mobile in
different areas of life, and it is mobile with respect to time". As it can be understood from these
definitions that, mobile learning system is available for delivering education to learners anytime
and anywhere they need it. Due to the evolutionary nature of these technologies, the research
that characterizes them falls under the case study and formative evaluation approaches (Dede,
1996), which is not necessarily a drawback, but it does point to our initial attempts to understand
the Lecture and its possibilities. Lowenthal and Wilson (2009) explained without M learning, we
will not be able to promote girls education in breaking the shackles of constraints due to their
compulsions being busy in their routine or scheduled work and facilitate the learners to learn
anywhere and anytime at any place without hurdles either in govt girls secondary schools or at
the place and time of their own consent.
Lecture in the field of education makes the learner independent, versatile up to date and
unlimited in resources through the help of internet and it becomes only a dream for the learners
without it. A learner remains dependent on teachers, gets limited information like a traditional
student without the use of Lecture.
After collection of data from the remote areas of Sindh especially Distt Kashmore, learning is
very limited due to limited resources of school environment. In this regard, girls were utterly
blindfolded from the integration of emerging Lecture. That’s why they were in backward in the
field of education like a traditional student depending completely on teachers for their learning.
They were not liberal in their studies, not creative and were having lack of confidence due to
limited resources to collect the required information on their particular subjects.
In Govt Girls Secondary schools there are no any computer laboratories so that’s why they do
not meet the challenges to compete shoulder by shoulder globally in the 21st century. They are on
the verge of ignorance in the comparison of boys who are allowed even to join computer centers
out of their schools. While on the contrary it is thoroughly against the girls.

4. With the help of computer and internet in secondary schools computer literacy ratio can develop
the understanding of students, teachers and can be paved a way to their future career and
direction outstandingly with flying colors.
M learning facilitates on their own accord those learners who are hooked up in sundry routine
works due to their compulsion. Lecture helps them out as a ubiquitous learning for them at any
time and at any place. It becomes their integral part of their learning with nomad objects. (Iwona
Miliszewska and Aidan Moore, 2010)
Govt: should take efforts to encourage schools, colleges, institutes or organizations to promote
Lecture in order to strengthen girls in Lecture. And through good policies attract the girls
towards the importance of Lecture like M learning. Otherwise failure in persuading them is the
failure of policies. (Iwona Miliszewska and Aidan Moore, 2010) (Ford, Ketty, 2006, 2007).
Government funds, foreign aids and good governance can promote Lecture and without good
policy and management there is waste of resources. (Ford, Ketty, 2006, 2007). School, teachers
through experiences can perform a vital role to strengthen the Lecture by using them in class
rooms. (Wabuyele, 2003). Teacher-training colleges and ICT curricula with Lecture integration
can promote girls education by means of ICT trained teachers and internet. (Momyani, 2009).
Because school environment are not yet fully researched, initial deployments of emerging
Lecture applications replicate familiar processes, leading critics to argue that technologies are
new iterations of the media debate (e.g., Choi & Clark, 2006; Clark, 1994; Kozma, 1994; Tracey
& Hasting, 2005), without an understanding of the negotiated and symbiotic relationship
between pedagogy and Lecture. Yet such criticisms are not entirely misplaced: newer
technologies are often used in old and familiar ways. For example, linear PowerPoint slides
replace slideshow projectors; blogs — despite the opportunities they offer for collaboration —
replace personal reflection diaries; and pedagogical agent lectures replace non-agent lectures.
Lecture can equip students to independently organize their learning process. So, instead of being
passive recipients of information, students using Lecture become active users. At the same time,
Lecture transfers some responsibility for learning to students (Cole & Engestrom, 1993; Moje &
Lewis, 2007). Through online learning which provides increased access to course content, more
scheduling flexibility, and better access to alternative education choices and alternative media

5. such as digital games and project-based learning), students have the flexibility to direct their
individual progress.
2. Justification/Rationale of the Study
There is an urgent need to increase the efficiency and effectiveness of the educational institutions
through school environment for improving the quality of education at school level to meet the
challenges of the 21st century. This research focuses on the analysis of current practices of
School environment. It provides a clear framework which will enable the researcher to analyze
the current practices of school environment and suggest new initiatives for improving the
mechanism of school environment at school level. Researcher’s interest developed during the
course work keeping in view the lack of technological resources at girls secondary schools of the
remote areas of Faiz ganj. During course work for Bachelor, Researcher found that school
environment can play a vital role for strengthening of Student learning as the school environment
had a significant role for strengthening of student education. The main function of educational
institutions is to create, and disseminate the new knowledge and equip the students with school
environment. Therefore research is the only activity through which this important function of an
educational institution can be undertaken in a purposeful way. In this study, the researcher will
analyze the current practices of school environment to strengthen school environment in
Secondary Schools. The researcher will analyze the perceptions of Head Teachers, Islamic study
teachers, Secondary school teachers and the Students towards the purposes of school environment,
the processes of school environment, and the challenges faced by the teachers, the head teachers,
and the students at secondary school level at the Distt Khairpur @ Faizganj.
3. Statement of the Problem
In the age of 21st century the use of Lecture is the key source for effective learning. Thus
individuals and institutions strive to scatter the learning resources formally and informally
through different school environment. The globalization promotes free and low cost accessible
teaching and learning opportunities. It has been observed recently in Pakistan as well as in Sindh,
there is an immediate need of lecture in academic and professional fields and same activity has
been moving fast. As a result, obstacles come in a way during implementations are cost,

6. electricity, teachers skills and even leadership qualities. So I am striving for to minimize and
reduce the chances which hamper the efficiency by controlling and managing them as to be
resolved. Furthermore, the study shows that most of the countries have developed themselves
through proper use of Lecture and have developed in their national policies. They have well-
equipped schools with Lecture and it provides the opportunity to make education easy. Lecture
provides high-quality, ongoing ¸ feedback to teachers and students that can help guide the
learning process. And when Lecture mirrors how professionals use it in the workplace, it can
enhance academic achievement, civic engagement, acquisition of leadership skills, and
personal/social development. Lecture can be designed to provide¸ adaptive learning and
assessment experiences for students. Most important to student-centered learning, Lecture can
enable outcomes that vary based on student strengths, interests, and previous performance.
Statement of the problem will be “Impact of lecture method on students learning in Islamic
study at secondary level at faiz ganj”.
4. Objectives of the Study
Objectives of the study will be:
 To determine to study whether students are enabled to use school environment.
 To explore the components of school environment in Secondary education.
 To analyze the current practices of school environment in lecture method in
secondary level at fazganj.
 To identify the challenges of school environment at secondary level.
 For the betterment of situation of secondary level.
5. Research Questions
Research questions of the study will be:
 Which Step taken school environment motivation?
 What are the components?
 Current practices necessary skills in students to use Lecture method?
 What are challenges of secondary level which measure should be taken for
betterment of school environment at secondary level?

7. 6. Hypothesis
This research study will helpful for:
 Researcher to determine whether students are enabled to use school environment.
 Teachers to explore school environment in secondary level’ education and to
make learning process as learner-centered and make possible the teaching with
Lecture. Teachers can use Lecture to enhance their teaching in uniquely effective
ways to promote students learning.
 To researcher to analyze the current practice of school environment at secondary
level Students to make them independent and innovative in learning process.
School environment shift new and innovative techniques to the student’s to seek
out information and interact with other learners and people at other locations. For
the most part, emerging Lecture tend to encourage more student-centered
learning.
 School heads to analyze the challenges of school environment at secondary level.
7. Research Design
The purposed of study quantities as well as qualitative techniques will be used
7.1 Population
Population of the study will be comprised of;
 All of the students of secondary grades
 All of the secondary school teachers
 All of the head teachers of secondary schools
7.2 Sampling, Sample and Sample Size
The Sample random sampling technique will be adopted. The population will be divided into
four clusters and from each cluster two (02) schools will be selected as a sample. The overall
sample of the study will be consisted on;
 Eight (08) head teachers of secondary schools.
 Forty (40) secondary school teachers of secondary school teachers.

8.  Two hundred (200) students of secondary classes from secondary schools.
7.3 Research tools
Following research tools will be designed for the proposed study;
 The questionnaires
 The observation sheet
 The interview protocol.
7.4 Pilot Study
Pilot study will be conducted after designing research tools to ensure validity and reliability of
the tools.
7.5 Data Collection
The researcher will visit selected sample schools and involve some colleagues to collect data.
7.6 Data Analysis
The researcher will analyze data through using relevant statistical tests and formula as; t-test,
8. Delimitations
This research study will be delimited to;
 The secondary schools
 School environment
9. Variables
This research study will be conducted on the base of following variables;
 Area: Urban and Rural
 Designation: Secondary school students, secondary school teacher and head teacher
10. Research Ethics
The researcher will keep in mind following research ethics;
 Prior permission for participant in documentary form by the research supervisor.

9.  The participants’ willingness.
 The accuracy of results.
 Acknowledging those persons.
 No unauthorized copying or manipulation of data.
11. Time Frame
Contents Months
Research proposal 02 Weeks
Literature review 04 Weeks
Designing of research instruments 02 Weeks
Data collection 04 Weeks
Data analysis 02 Week
Report writing 02 Week
12. Resources
The following resources will be required to complete the proposed study:
 The facility of internet for emailing.
 The facility of personal traveling.
 The facilities of travelling, food and stay for researcher
 The facility of photo state
 White Papers
 Printing
 Stationary
References
 Bull, G., Knezek, G., Roblyer, M.D., Schrum, L., & Thompson, A. (2005). A proactive
approach to a research agenda for educational Lecture. Journal of Research on Lecture in
Education, 37(3), 217–220.
 Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed
cognition. In G. Salomon (Ed.), Distributed Cognitions: Psychological and educational
considerations (pp 1–46). New York, NY: Cambridge University Press.

10.  Choi, S., & Clark, R.E. (2006). Cognitive and affective benefits of an animated
pedagogical agent for learning English as a second language. Journal of Educational
Computing Research, 34(4), 441–466.
 Dede, C. (1996). School environment and distributed learning. American Journal of
Distance Education, 10(2), 4–36.
 Dr Iwona Miliszewska (2008/2009) and Aidan Moore Victoria University, Melbourne,
Victoria, Australia. Encouraging Girls to Consider a Career in ICT: A Review of
Strategies.
 Doering, A., & Veletsianos, G. (2007). An investigation of the use of real-time, authentic
geospatial data in the K–12 classroom. Journal of Geography, 106(6), 217–225.
 Ford, M. P., & Opitz, M. F. (2002, May). Using centers to engage children during guided
reading time: Intensifying learning experiences away from the teacher.
 Lehner and Nosekabel, 2002 Lehner, F., & Nosekabel, H., (2002). The role of mobile
devices in e-learning first experience with e-learning environment. Wireless and Mobile
Technologies in Education Proceedings. IEEE International Workshop, 103 –
106.(10.1109/WMTE.2002.1039229).
 Lowenthal, P., & Wilson, B.G. (2009). Labels DO Matter! A Critique of AECT’s
Redefinition of the Field. TechTrends, 54(1), 38–46.
Miller, J., Green, I., & Putland, G. (2005). School environment: A Framework for
Thinking. Australian Capital Territory Department of Education and Training. Retrieved
13 November 2008, from http://www.det.act.gov.au/__data/
assets/pdf_file/0019/17830/emergingtechnologies.pdf